key to bachillerato 2

KEY to
BACHILLERATO
BATXILLERAT
BATXILERGOA
BACHARELATO
Student1s Book
Allthe wríllen actívíties in this book should be completed in your
own notebook, ond no! in this book.
Todas los actividades de carácter escrito propuestas en este libro
se deben realizar en un cuaderno aparte, nunco en el propio libro.
Toles les octivfiots esaítes proposodes en aquest llibre s'hon de
reolüzor en un quodern o port, moi en el propi llibre.
lJ}¡p/UhPDR}D//ff/o.zjpj,,p 1'/Pf'tlJU.izt?// ¿/jrpgt7//J-&/t7g-uz//q.f
kuaderno batean aporte bete behar dira, ínoiz ez liburuan.
Tódalas actividades de carácter escrito propostos neste libro
débense realizar nun coderno aporte, nunca no propio libro.
KEY to
BACHILLERATO
BATXI LLE RAT
BATXILERGOA
BACHARELATO
Student1s Book
Ben Wetz
OXFORD
UNIVERSITY PRESS
1
Starter A Present & past tenses
ifít&fl(lJi!B!p Pages 8~88
.....
.
...........
A PRESENT SIMPlE & CONTINUOUS, PAST SIMPlE &
CONTINUOUS Complete the examples in your notebook
with the correct forms of the verbs run, watch and
believe. Then answer the questions.
Practice
1
1 What do you do 1~eypp dgjas;¡? Stop it!
2 We've been doing 1 done al! of the exercises. They
were difficult
3 We weren't undf!rstanding 1 didn't understand what
he was saying.
~-~---=---·
a We're at home now and we ... TV
b 1 never ... soap operas on TV
1
1
e
d
e
She's telling the truth. 1 ••• everything she's saying.
... a marathon in three hours.
1 ... in the Paris marathon when 1 fe! l.
1 once
She's asking questions but nobody,bJg~ 1 is
knowing the answers.
5 He's learned 1};¿g_el1.if;;_aa:;j¡;¡g to drive for months but
4
Which tense is used in each sentence?
2 Which tenses describe activities in progress?
3 Why is the verb in e nota continuous form?
he's still really bad.
6 \fl{_~re doyouget 1are you getting the best food in
this town?
B PAST SIMPlE & PAST PERFECT Read the examples and
answer the questions in your notebook.
a The rain had stopped befare we left the house.
b When we arrived, tne match had already started.
2
Which action happened first in each sentence?
2 Which verbs are in the past perfect?
3 Why is the past perfect used in the examples?
,
l!
1 l've already seen that film three times.
l
2
3
4
5
6
1 saw it when 1 was about fourteen. 1 didn't understand it
then.
We've lived in London for six years.
We lived in Scotland befare that
l've just seen Mark.
1 saw him yesterday too.
A lndicates that an action is finished or indicates exactly
when an action occurred.
B lndicates that an action might continue or happen again.
C Gives news of a recent event
1
Make one sen'tence from each pair in 1-6 in your
notebook. lnclude the blue words and the correct
past forms of the verbs.
1 She (get a jÓb). She (leave) school. after
2 l (sj:t}onJh.e_.sQ.tª-1Jfall)asleep, while
3 {¡ (hearithe news. 1 (phone) her. as soon as
4
C PRESENT PERFECT & PAST SIMPlE Match the examples
1-6 with A-C. Which of the sentences include the past
simple and which include the present perfect?
E
Choose the cor-rect options and explain your choices.
e
3
look at the dialogue and correct errors in five of
the sentences in your notebook.
1 A l've have this camera for years.
2 B Where have you bought it?
3 A My daughter has given it to me a few years ago.
4 B Have you ever used it?
5 A Yes, l've taken photos with it when 1 first had it.
6 B Were they good?
7
D PRESENT PERFECT SIMPlE & CONTINUOUS look at the
examples and answer the questions in your notebook.
a We've walked the Camino de Santiago.
b We've been walking the Camino de Santiago.
Which sentence suggests a result rather than a process?
2 Which sentence suggests that the action might continue?
She (not go) out of the country. She (go) on holiday
\xet,,t'(' \-r~_•\_<.,~\
last ye.éé¡r~byfore
~\ f\ ."\
·. '"' '
"' "
Lli..'J
5 They\no know) about the concert. They (not see) ·
the poster. because
6 1 (get) his text message. 1 (phone) him straightaway.
when
A Yes, but haven't 1 used it since 1 bought this phone.
There's no point really.
.
\
4 Read the text and choose the correct options for 1-12.
This photograph of a
puffin was relatively easy
to take. (7) ... near the
empty nest for two hours
when it returned from its
fishing expedition.
You don't always
have to go far to see
beautiful wildlife. This
young fox (9) ... in
our garden one day.
Fortunately (1 O) ...
early that morning.
A
1 lspend
1spent
2 it didn't appearing it wasn't appearing
3 you get
you're getting
4 you walk
5 1study
6 1know
7 1was
8 1haven't seen
9 played
10 1woke up
11 slept
12 ltook
e
B
l've spent
it didn't appear
you've got
you're walking
l've studied
you've walked
l'm knowing
l've known
l've been studying
l've been
l'd been
1didn't see
1hadn't been seeing
was playing
1was waking up
has played
l'd woken up
were sleeping
have been sleeping
1was taking
l've taken
called me when they hatched in a
wildlife sanctuary near us. They (11) ...
just befare (12) ... the photo, so they
seem a little surprised!
Starter B
Future forms & question forms
Practice
A FUTURE FORMS Match 1-8 with examples A-H.
What are the names of the tenses which referto
the future in examples A-D? When do we use the
present simple and present continuous to express
the future?
A prediction or opinion about the future.
2 A prediction based on present eviden~e.
3 A plan or intention which might not have a fixed
time or date.
4 A spootaneous decision or offer.
5 An arrangement with a fixed time or date.
6 An everit on a timetable.
7 An action which will be in progress in the future.
8 Saying whether an action will or will not be complete
ata specific time in the future.
1
A The bus leaves at 3 p.m. tomorrow.
B We're meeting on Monday evening.
e 1'11 be travelling nearly al! day.
D Don't come befare seven. 1won't have finished my
homework.
E 1think that she'll be successful.
F Right! !'ve decided that 1'11 go with you.
G Are you going to eat that salad?
H 1can see that your brother is going to be very tal l.
B TENSES: QUESTION FORMS Answer questions 1-4
and translate the examples in your notebook.
1
l
1 Which question includes an infinitive?
a What were you doing last night?
b What did you do last night?
2 What are the answers to the questions? In which
question does who refer toan object?
e Who teaches you?
d Who do yo u tea eh?
3 Which question confirms something that we are
thinking? Can you think of another example of a
negative question?
e Aren't you going tomorrow?
f Are you goíng tomorrow?
4 Which question emphasizes the time period?
How do you translate example h?
g When díd you last see Harry?
h How long ís ít sínce you last saw Harry?
1 Complete the sentences in your notebook with the
correct future forms. ~
That looks really he~vy! 1(help) you. U-~d\
¡
2 The manager's absolutely su re that we. (win) th~' ''
league.
.','{·..-\ c>,c·,,,_c: ( .~ ~¡ct
3 lt's raining and 1haven't gota coa.t ..1(g~t) ~et!
'
,• ,
4 We've made a few plans for the holiday. We (stay)
with,friend.s..
•.__.
· ' - . /€.,
QJ..,:f:" 'tP''.
f,·
~~ C)..;;~ l._,.,
\a ~"""
·
5 Mark (have) h't5 big party on Sat~~r "i'().lrtz k,., o:' r¡
6 When we finish this trip we (be) m slx different
countries.
11\ .Joe 2: ~~ hr 'O
7 Tomorrow at four o'clock 1(sit) on a beach in Miami.
w
8
2
My plane (arrive) at 2 p:m.
(.;.., \ \\ 'vo.._ """'- 0}\fV\\)-(2:
Correct the errors in the sentences in your notebook.
One sentence is correct.
o
1think you're becoming famous when you're older.
2 The taxi will be waited outside in ten minutes.
3 We're lost! What are we going do?
4 Who did give you that money?
5 Why does she look sad?
6 Have you waited here for long?
3 ~ Order the woras to make questions in your
notebook. Then ask and answer the questions.
how long 1 you 1 studying 1 been 1 have 1 English 1?
last 1 to the cinema 1 go 1 yo u 1 did 1 when 1?
you 1 have 1 ever 1 a famous person 1 met 1 ?
tomorrow night 1 you 1 doing 1 are 1 what 7
going 1 to university 1 go 1 are 1 to 1 yo u 1 ?
will 1 at 2 p.m. 1 be 1 yo u 1 what 1 doing 1?
you 1 a good day 1 having 1 are 1 ?
your parents 1 where 1 when you were born 1 living 1
were 1?
9 do 1 how long 1 online 1 you 1 every day 1 spend 1?
1O inspires 1 which 1 sports star 1 yo u 1?
11 since 1 how long 1 last 1 it 1 is 1 you 1 swam in the sea 1?
1
2
3
4
5
6
7
8
....... . . . . . . . . . .
·.~::;=•
•
4 Choose the correct verbs to complete the text in
your notebook.
Bonjour! The school trip is booked and (1) we're
goíng 1 we'/1 go to Paris! l'm excited about it
already. (2) /'m goíng to 1 1 wílllearn a few phrases
to amaze everybody there. l've checked the
weather and it looks like (3) ít's beíng 1 ít's goíng
to be warm when we're there, so hopefully in two
weeks' time (4) /'//be síttíng 1 1'11 sít outside a café
watching all the cool Parisians. By then (5) we're
goíng to fínísh 1 we'/1 have fíníshed all our exams,
so it'll be good to relax. Maybe (6) /'m goíng to
meet 1 1'11 meet someone nice over there! Who
knows? Anyway, 1 promise that (7) /'// 1 !'m goíng to
post loads of pictures when l'm there.
.
~
. ••••••••••••••••••••••
• • •• ••
6 Look at the photo and imagine tb~t a fri,end is
showing it to you after his 1 her holiday. Vlfrite ten
questions in your notebook to ask your friend about
the holiday.
5 Read the text and write questions for answers 1-12
in your notebook.
1 About ayear.
Yes, very clearly.
In a hostel.
Chris told him.
Twice.
He felt nervous.
2
3
4
5
6
7
8
9
1O
11
12
When he looked down.
A camera.
He's looking at the photos.
No, he hasn't.
In April.
Maybe.
7 ~ Ask and answer the questions from exercise 6.
-:
1
.
...
Vocabulary Language & communication, the
intemet & social networks, on the phone
Grammar Reported speech
Speaking Phone conversations
Listening Multiple choice
Writing An opinion essay
~
1:0l::tTEI~/Irrt Introduction Language
Lead in
1 . . Discuss the questions.
3 . . Complete the sentences in your notebook with
the appropriate forms of sorne of the blue words
from the quiz. Then ask and answer the questions.
1 What are the easy and difficult aspects of language
learning?
2
•3
lf you could be fluent in
you choose and why?
three languages, which would
Do yo u think that mobile phones and computers make
us more or less sociable? Why?
1
ls Spanish the ... or ... in the USA, Brazil and Peru?
2
ls the English word
3
Do you know what part of the country a person is
from when yo u hear their ... 7
4
Amazing is a ... for fantastic. Na me two antonyms.
sensible a ... ora ... in Spanish?
5 Are you monolingual, ... , or trilingual?
6
Vocabulary Language & communication
2 . . Answer the quiz questions in your notebook.
Then compare your answers.
7
Do yo u visit ... rooms on the internet? Do yo u ...
people's blogs or people's statuses?
What is the English ... of the ltalian word ciao?
8
Actualmente and actual/y are ...
~iL4!1i(fliiJJI¡> Pages 102-103 1]~~~
What are the meanings of these English idioms
in your language?
A They don't see eye to eye.
B Stop saying things behind my back.
e She can be very two-faced.
2 What are the literal translations of these proverbs?
Are there similar sayings in your language?
A The early bird catches the worm.
B A bird in the hand is worth two in the bush.
3 Which of these are not good aims for a
language learner?
A become bilingual
B speak only slang
hove a strong accent
D speak fluently
e
4 Which of these is a synonym for the verb
keep in touch?
A talk with your hands
B stay in contact
embrace
e
5 Which of these are false friends and which
are cognates in your first language?
hove a chat
hove a discussion
hove an argl.lment
hove a dialogue
comment on something
spread rumours
6 In India, what is the most common mother
tongue and what is the most common second
language?
A Hindi and Urdu
B Hindi and English
Urdu and Spanish
e
·~·•••••-*••••~~~'
6 4fl) 1.03 listen and complete the Key phrases in your
notebook.
4 84fl) 1.02 You are going to watch or listen to
people from Britain and other parts of the world.
Make notes about each person's accent and speech
in your notebook using words from the box.
Which are the easiest to understand? Which are
the most difficult? Why?
clear
fast
neutral
slow
strong
Clarifying meaning
l'm not su re (1) ... yo u say this ....
In my (2) ... we say ...
lt's the (3) ... of ....
lt's (4) ... yo u say when ....
Do yo u mean ... ?
Yes, (5) ... what 1 mean.
unclear
1
Luc and Mei
3
David and Julie
2
Celia and Matthew
4
Gabriele
Pronunciation Difficult sounds
7 4fl) 1.04 listen and practise saying these words.
1 sodable !JI
Luc {France} and
May(Japan)
Celia (Portugal) and
Matthew (lreland)
2
~udent /s/
3
public !A/
4
holiday !h!
5
terrible /r/
+ consonant
8 Add the words in the box to groups 1-5 in
exercise 7. Then practise saying the words. Sorne
words go in two groups.
discus~ion
SQ.ecial
David (UK) and
Julie (France)
Gabriele (Germany)
5 04fl) 1.02 Read 1-7. Then watch or listen again
and complete the sentences in your notebook with
one word in each gap.
1
Luc admitted that he sometimes ...... his teacher.
2
Luc said that Mei always spoke ... .
3
Celia said that her sister was working as ..... .
in London.
4
Matthew told Celia that he visited lreland ........ .
ayear.
5
David said that they could get to London in
about ...... .
6
Julie would prefer her area if it were a bit ....
7
Gabriele said she had studied ...... in Germany.
.!:::!.indi horrible SQ.aghetti
5:trange touch transla1ion
9 • Work with a partner or in groups. Take turns to
explain the words or phrases without saying them.
Use sorne of the Key phrases to help you.
bilingual .exhausted false friend
fluently slang translator
Find videos of famous people speaking English
and share them with the class. How easy or
difficult are they to understand? Why?
:•. . .. ... .... ..... . .. .. . .. .. . .......
...
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
·~·. . ········'f/T················································-~~~8~~~~~8~~~~~881~~~881
'
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
1(11
••
'
Reading The internet & social networks
1 Look at the title of the article and predict the
content from options A-D.
S Answer the questions in your notebook.
1 What effect has the internet had on the number of
people who write?
The article discusses:
A how online communication affects our social skills.
B a specific network that should be closed down.
2 What were the benefits for the author's friend when
she deleted her social network accounts?
C why the internet and social networks aren't anti-social.
3
D computer games which make people behave badly.
2 4.)) 1.05 Read the article and check your answer to
exercise 1.
6 Find words in the text with these meanings.
1 someone who goes to a social event without being
invited (paragraph A)
3 Read the Key exam task. Then choose answer A or B
for the example question.
True or false questions
• Always read the whole text before answering any
questions.
• Read the question carefully.
• Find the part or parts of the text which the question
refers to. There might be clues in more than one part
of the text.
• Find specific evidence that the sentence is true or false.
The. c;¡u-Htor be.lie.ve.s ·++.¡:;¡+ 1-fte.tj ftc;¡ppe.~e.d
1
bu+ fte. doe.s~ 1- be.lie.ve. 1-ft¡;¡+ we. sftould bl?lMe.
+fte. i~+e.~e.+. The. ¡;¡r..f-ic.le. S?ltjS we. 1re. .: ;¡11
3 The article suggests that more parents should monitor
their children's internet activity.
4
One of the problems for internet users is that it is
sometimes difficult to delete the things which you
have uploaded.
5
not watched or guided (paragraph D)
Are you a ... or do you follow any blogs? Which ones?
How often do you ... on your status?
3
How much ... per day would you consider unhealthy?
4
What would yo u advise a victim of ... 7
6 When you log off the internet, how soon is it before
yóu feel anxious to ... again?
13 Fe;¡! se.: The. c;¡u..f-ftor 1-fti~ks ..f-ft¡;¡..f- we. sftould~ 11be.lie.ve. 1-fte. pre.ss. The. ¡;¡r..f-icle. ¡;¡sks i+. +fte.
s+orie.s ¡;¡re. re.?llltj +rue..
The author's friend felt that social networking
improved her relationships.
makes something bigger, louder or stronger
(paragraph D)
5 Would you ... an account if you received too many
negative comments?
re.spo~sible..
2
4
2
Tn.~e.:
1 According to the article, the quality of language on
the internet can be very varied.
shortened words, names and phrases (paragraph 8)
making an illness better (paragraph C)
7 Complete the questions in your notebook with
appropriate forms of sorne of the blue words from
the text.
The author believes that the things in the news stories
really happened.
4 Are the statements true or fa/se? Provide evidence
from the text to support your answers.
2
3
Vocabulary The internet & social
networks
Example question
A
How does the internet make it easier for bullies to
operate?
8
7
How many lnstagram ... do you think there are in your
class? Which ... is most popular these days?
8
Do yo u think that anyone yo u know suffers from ... 7
What are the signs?
IJI Ask and answer the questions in exercise 7. Then
think of more questions using more blue words from
the text.
A News about the internet and social networks
never seems to be good. The latest l've seen
concerned a fifteen-year-old who posted a
party invitation online and ended up with 200
gatecrashers wrecking her home, a four-year-old
being treated for internet addiction, and the tragic
case of a young girl whose life was made a misery
by cyberbullies. In fact, reading the news, you'd
think the internet was to blame for everything,
including the complete breakdown of language,
communication and morals in modern society. But
is that really true?
B Whilst the language of chatrooms and tweets is
abbreviated and basic, there are plenty of articulate
bloggers out there, and people publishing e-books.
So, more people are writing than ever befare.
As for the spoken word, there is certainly more
screen time now and less face-to-face dialogue,
but that doesn't mean that there is a lack of
communication. Social networking is a way of
keeping in touch with more people, more often.
lf you feel you haven't got time to be with certain
people, you can still know what they're doing and
comment on it and that makes us feel closer.
lt's true, though, that posting updates and
cultivating followers and 'likes' on Facebook,
Twitter and lnstagrarri can become time-consuming
and addictive. A friend of mine recently deleted
her accounts because she thought that she was
spending too much time in contact with people
who she didn't really care about. She also worried
constantly about her profile and status updates,
and even admitted that she had invented things
to make her life look more interesting. Curing her
own addiction wasn't easy, but she did it. 'When 1
first logged off, 1wanted to go online again straight
away,' she said, 'but the longer 1 stayed off, the
more 1 realized that 1 didn't need it. Now l've got
a better relationship with my family and my "real"
40
friends.'
D More sinister than Facebook addiction are issues
such as bullying, spreading malicious gossip
and rumours and other bad online behaviour.
'Technology magnifies our behaviour,' says Jodi
4S
Smith, president of the etiquette firm Mannersmith.
'People with good manners still have good
manners, but those with bad manners now have
glaringly bad manners.' Weirdos, bullies and
gatecrashers have always existed, but now the
so
internet gives them anonymity and easier targets.
A recent study found that 7.5 million Facebook
users were younger than thirteen and the majority of
them said that they were unsupervised. So parents
really need to wake up. And all of us need to ask
ss
ourselves two things befare putting anything on
the internet. Firstly, do 1mind who sees this? And
. secondly, do 1mind that this will be around fa rever?
E Like it or not, the internet is here to stay and it isn't
the web or social networks which are good, bad or
Go
stupid; it's the users. The fact is that the only person
responsible for your actions in this world is you. So
be careful out there ...
Find these words in the text.
Which are cognates and which
are false friends?
realized
stay
...-....
. . -.-.-.-.-.-.-.-.-.?:~~~~~~·~~~~~~~~~·~~~~~~:~~·~~~~~~~~~~~~~8~~~~~8~~~~~~
. . ... . ...
........ '."'..........
~
[
!
e.<J•~;.[íJ ~r~~~. ~~~o~t~~ ·s~eech
1
·····
~~t'~~ Page 89-91
Practice
A TENSE CHANGES Read the direct speech (D) and
complete the reported version (R). Which of the
verbs don't change? How do most verbs change?
1
Look at the survey results and write 1-7 in reported
speech in your notebook.
61%
o+ p~mvt+s s~id +h~+ +he-tj ...
D: 'l'd never been to London befare and 1really enjoyed
it. l'd love to go again and l'm looking forvvard to my
next trip. 1'11 Skype my new friends there so that 1can
improve my English.'
R: She said that ... never been to London befo re and
that ... really enjoyed it. She added that she'd love to
go again and she ... looking forvvard to her next tri p.
She said that she ... Skype her new friends there so
that she ... improve her English.
B REPORTING VERBS & STRUCTURES Complete the
examples in A-E in your notebook. Then answer
questions 1-4.
A Verb (+ object) + that: teff sb, promise (sb), say,
announce, deny, admit, suggest
'!'m going out.'-+ She tofd me 1 said that she ... .. .
out.
8
Verb + to + infinitive: offer, promise, agree
'OK. 1'11 help.'-+ She offered ... he/p.
C Verb + object + to + infinitive: teff, ask, advise, arder
'S peak louder, Paul!' -+ 1tofd ... ... speak fouder.
D Verb (+ object) + preposition + verb + -ing:
apofogize for, accuse sb of, congratufate sb on
'John stole it.'-+ They accused John of ... it.
1'1l
;
~
'
1
l
E Verb + -ing: suggest, admit
'Let's buy a pizza.'-+ He suggested ... a pizza.
* We can also say: Pablo suggested that we go home.
Note: There is a more complete list of verbs in the
Grammar Workshop.
Do we use a direct object with 'said' or 'told'?
2
What are the negative forms of examples A and B?
3
4
Which structure is for commands and requests?
Which groups do these verbs belong to?
admit (x2)
agree
warn (x2)
C REPORTEO QUESTIONS Look at the examples and
write true or fa/se for rules 1-3 in your notebook.
1
-+
1
-+
'Are you on lnstagram?'
She asked if 1 whether 1was on lnstagram.
'What did you post on Facebook?'
She asked what 1had posted on Facebook.
1 We use if or whether when we report wh- questions.
2 When we report wh- questions, word order changes.
3 Tenses change in reported questions.
2 ••)) 1.06 LISTENING OPTION Listen to six survey
answers. You will hear each sentence twice. After
hearing each sentence, write what the person said
in your notebook using reported speech.
3
Complete the sentences in your notebook with one
word in each gap.
1 Mary-+ Paul: '!'m online.'
Mary said ... Paul that she ... online.
2 me-+ the girl: 'Where díd you learn Spanísh?'
1asked the girl ............ Spanish.
3 Ali -+ Max: 'You should turn off that laptop.'
Ali advised Max ......... his laptop.
4 a tourist-+ me: 'You've gota really nice accent.'
A tourist told ...... 1 ... a really nice accent.
5 Sophie-+ her mum: 'Piease don't touch anything in
my room.'
Sophie ... her mum ...... touch anything in ... room.
4
Imagine that the people in 1-5 are talking to
you. Rephrase the sentences in your notebook
using the verbs in the box.
6
Read the Key exam task. Then correct the errors in 1-5 in
your notebook. What type of error is in each sentence?
admitted apologized for denied
promised suggested relcl
Rephrasing with reported speech
When rephrasing direct to reported speech, check:
Mark: 'Don't text me again!'
2
3
4
5
•
•
•
•
•
•
Mark +old ttte- ~o+ +o +u+ ~ittt aqai~.
Louisa: 'l'm really sorry that 1hurt you.'
John: '1 haven't got an internet addiction.'
Kylie: 'Yes, 1started the rumours.'
Becky: '1'11 definitely keep in touch with you.'
Harry: 'Let's go to the beach.'
5 Report the questions in your notebook.
'What languages do you speak?'
Pepe asked Cristina ...
2 'Are you on Facebook?'
Kelly asked me ...
3 'What social media are popular in Spain?'
1
My friend wanted to know ...
'Did you hear the rumours about John?'
Becky asked Sara ...
5 'Who were you texting?'
Laura asked him ...
4
2
3
4
5
the reporting verb and its structure.
the tense of the reported phrase.
pronouns and time references.
word order in questions.
negative forms of orders.
there is a direct personal object with te!! but not say.
Paul: 'Amy, 1saw your photos.'---+ Paul told Amy that 1had
seen your photos.
'1 was working.'---+ He said me he was working.
She ordered me don't to go.
Paul suggested to go shopping.
Ana asked when had 1last seen Tina.
7 Rewrite sentences 1-5 in your notebook using the words
in bold. Do not change the original meaning of the
sentences.
'Taylor, please don't go!' asked Harry again. (begged)
2 'John, 1can't help you,' said Mohammed. (told)
3 'Let's watch the match somewhere,' said Joey. (suggested)
4 'Why didn't Ti m write a blog?' (Hassan asked)
5 'Leah, yo u stole my idea!' shouted Gavin. (accused)
8
Read the dialogue. Then complete the summary in your notebook,
choosing the correct verbs and using reported speech.
1don'! like the photo of me
that you posted.
Adam (1 ) said 1told Sophie that ...
She (2) apologized 1 denied .. .
She (3) promised 1 asked .. .
Adam (4) asked 1saidher ...
Sophie (5) replied 1 told that ... but then
she (6) reminded 1rememheredthat ...
Don'! post any more old
fomily photos!!
Adam (7) told 1 accused ...
But Sophie (8) announced 1suggested ...
She (9) asked 1said ...
9
• SPEAKING OPTION Ask another
person questions 1-3 and report their
answers.
Can your parents check what you're
doing online?
2 What would you do if you didn't have
internet access for a month?
3 How many hours do you spend online
every day?
' . .•-. •. •. •. .• .• .• .• .• .• .• .• .• .• .• .• .• .• .• .• .• .• .• .• .• .• .• •.
•
•
•
.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-~~~~~'J8~~~~88~~~~88~~~
;¡
"
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
'
W~YJ;Ef,~~~llt)
''
• • • • • • • • • • • • • • • • • • • • •
Practica! English Conversations
Vocabulary On the phone
1
111 Read the text and match eight of the blue verbs with
definitions 1-8. Which of the things in the article annoy you most
and Jeast? Are there any other things which annoy you about
phones or phone calls?
1
add extra ora little more of something
2
3
4
5
6
suddenly stop a phone cal!
7
2 Complete the sentences in your
notebook with appropriate forms of
blue words from the text.
Phi!, can you ... me ... in five minutes?
My sister's in the next room and l'm
su re she's ...... .
2 Tina, wait. Please don't ....... l'm
sorry 1 didn't ...... this morning.
reduce the volume of something
become quieter
when the supply of something ends
become connected
return somebody's cal! or cal! them again
8 finish a phone cal!
annoys
3 Yes, 1know 1should have called but
l'd ......... credit and didn't have any
money to ...... .
4 l'm sorry, but 1 can't seem to ...... to
that department at the moment.
5 Passengers are reminded to ..... .
their mobile phones for take-off and
landing.
6 Jenny, that's very noisy. Can you ..... .
the TV?
-1111f1R~· Pages 102-103 llÁ~~
Listening
3 4.)) 1.07 Listen to a podcast about phone
etiquette and order the topics in the box.
food and phones listeníng ín
phones and photos
phones on loudspeaker
uníntentíonal calls
··~·:·:·~
~
• • • • • • • • • • • • •
. ...........
.•• •••••••••••
•
4
••>) 1.07 Read the Key skill and look at questions 1-5.
*~;;~
.
Listening: multiple choice questions
'
'--~-?tG-9~~
• Read the questions carefully. They'll give you
information about what's in the text.
• ldentify any key words or difficult words.
• Look at any options which seem similar so that you are
prepared to listen and choose the correct one.
• Re-read any difficult questions before listening for a
second time.
A Yes, definitely. Let's meet up in town.
B (6)
A Perfect. See you then. Bye.
B (7)
i
6 Loo k at the Key phrases. Which words from the box
can replace the blue words 1-6? One of the words
can be used twice. Think of more words which you
can use in the phrases.
a shame
More than 21 % of people in the survey were most
annoyed by ...
A other people talking loudly on mobiles.
B your brain can ignore them.
you try to imagine the other half.
3 What annoys one of the presenters about people
taking photos?
A People don't share them enough.
B lt's impossible to untag photos.
4
A are loud and very annoying.
B are things which he has done himself.
C can happen very quickly.
5
'Pocket dialling' is something which ...
A happens by accident.
B can happen when a phone is locked.
C happens when someone is talking about you.
Speaking
S • Complete the phone dialogue in your notebook
with your own ideas. Then compare with a partner
and practise your dialogues together.
A Hey! How are things?
B (1)
A Oh, l'm sorry to hear that. What happened?
B (2)
A That's a shame. Why on earth did she do that?
B (3)
A No! Are you serious? Then what happened?
B (4)
kidding
What
:"--oe
Hey! How are things?
l'm (1) sorry to hear that.
(Then) what happened?
(2) Why on earth ... ?
Seriously?
No! Are you (3) serious?
Really? That's (4) odd ....
(5) Absolutely!
Yes, definitely.
That's (6) a great idea.
Hearing half of a conversation is distracting beca use ...
C The photos appear unexpectedly online.
The man says that 'public speakerphoning' and
'crunchy ca lis' ...
glad
Reacting to what people say
A they aren't as boring as whole conversations.
e
Exactly!
-----·'i~~~:4:1
B the noise of ringtones in public.
C other noises from mobiles.
2
•••••
A Really? That's odd. So what are you going todo?
B (5)
Then listen again and choose the correct answers.
ltiiiMit
~
7 lnvent mini-dialogues. lnclude one of the Key
phrases in each dialogue.
'Wf.te-m o~ e_c;¡r..J-f.t f.\c;¡ve- !Jou be-e-~?
'To 1-f.te- c.i~e-Mc;t.)
1
8 • Follow the instructions. Then swap roles and
repeat the activity.
Student A: Start a conversation with 'Hey! How are
things?' Then ask questions to find out details about your
partner's news. Use some of the Key phrases.
Student B: Tell your partner a piece of news from A-D
and invent details when your partner asks you questions.
A 1 won that competition.
B My family have to move to London.
e
1 failed
all of my exams.
D l'm going on a date tonight.
.
. . . . . .. . . . . . . . . . .. . ..
An opinion essay
Model text
2 Answer the questions in the Text analysis in your
notebook.
1 Read the model text and answer the questions in
your notebook.
1
Does the writer agree with the statement in the title?
2
Which of the writer's arguments do you agree or
disagree with?
Paragraph 1
1 Does the writer give a clear opinion in this
paragraph?
2 What phrases introduce opinions in this
paragraph and in paragraphs 2 and 4?
Paragraph 2
ADVANCES IN TECHNOLOGY MEAN THAT WE WON'T NEED
TO LEARN LANGUAGES AT SCHOOL IN THE FUTURE. DO
AGREE?
2
3
These days, technology already enables us to translate
languages quite easily without having to learn a language
at all. In the future, computers will be able to do this task
even more effectively. Despite that, I believe that there will
always be good reasons to learn languages at school.
First and foremost, we will always need spoken language
for face-to-face communication. While computers
will be able to help with that, they are not ideal for
communicating. They can be slow, for instance, and
are impersonal. What is more, a language helps us to
understand a country and its people. In my opinion, we
should therefore make an effort to learn other languages if
we have any interest in travel, business or other cultures.
It is also important to consider the advantages of
languages as part of education. For example, learning a
language provides balance and contrast with other less
communicative subjects. Furthermore, as technology
reduces the need to communicate face to face, it is
important that people stilllearn interpersonal skills.
In conclusion, I would say that learning languages will
always be an important part of our education, whatever
technology is available, so I do not agree with the
statement.
3 What does that refer to?
4 What phrase could replace for instance?
Paragraphs 3 and 4
5 What are commas used for in these paragraphs?
6 What is the meaning of whatever?
Writing skills An opinion essay
Speaking Preparing to write
3
8
STRUCTURE Read the description. How is this
different from the aims of a discussion essay?
In an opinion essay you give your opinions about a topic
and explain them. You only support one point of view.
4
Which social networks are popular in your country?
Why do people use them?
Complete 1-5 in your notebook with five words or
phrases from the box.
agree
always an opposite another
expand reason statement
don't
Use four paragraphs:
Paragraph A
What do you think the statement in the task is saying?
Rephrase and say if you (1) ... with the statement but
(2) ... give your reasons yet.
Paragraph 8
Give a 1 an (3) ... to support your opinion and illustrate it
with a fact or example from reallife.
•
Look at the task in the Writing guide. Then think
of answers for questions 1-5. Ask and answer the
questions.
9
2
All in all, do you think that using social networks helps
us to build and maintain strong relationships?
3
Give reasons for your answer to question 2. Can you
think of any examples?
4
How would life be different without social networks?
5
How can social networking be anti-social?
~)) 1.08 LISTENING OPTION Listen to two people
talking about social networks. Which of their
opinions do you agree and disagree with?
Writing
10 Follow the steps in the Writing guide.
Paragraph C
Give (4) ... reason and support it with a fact and 1 oran
example.
Paragraph D
Conclude by referring to the (5) ... in the task again and
say whether you think that it is right or wrong.
5
LINKERS Say which linkers are used in the model text
for 1-3.
1 To add points
2
To express contrast
3
To express aims and
results
Pages 120-121
6
COMMAS Rewrite sentences 1-4 in your notebook,
adding commas where necessary.
We use commas for lists, pauses and parentheses, for
example:
1 You could use tablets mobiles or computers.
7
2
lt's obvious however that we need to learn.
3
People are unlike machines which don't have feelings.
4
Learning a language like learning anything can be
useful.
KEY PHRASES Look at the text again and complete
the Key phrases in your notebook.
(1) ... days
First and (2) ... ,
lt is also important to (3) ...
(4) ... conclusion ...
1 believe 1 In my opinion 1 1 would (5) ... that
-~-I,Jf-t~~f_:_¡}
Write an opinion essay on this statement.
'Social networks are anti-social.' Write 120-150 words.
Think and plan
Decide if you agree or disagree with the statement in
the task and choose two strong reasons to support your
argument. Then look back at exercise 8. Organize your
ideas from questions 1-5 under these headings:
Paragraph 1: lntroduction
lnformation about social networks.
Your opinion about the statement in brief.
Paragraph 2: Reason and example
Why do you agree or disagree with the statement?
Give examples.
Paragraph 3: Second reason and example
Paragraph 4: Conclusion
Are there more advantages or disadvantages?
ls life better because of social networks?
Write and check
Read the Key phrases again. Write a rough version of
your essay using notes from your plan. Then check
these points and write a neat version.
• Have you used any of the Key phrases?
• Have you used appropriate linkers?
• Have you used commas to indicate pauses?
~! Literature
James Huggins: 'Remember When'
1 Read the Context. What words can you think
of in your language which are used both for
technology and other things? What are their English
translations?
'Remember When' is a poem which plays with words that
have more than one meaning. As technology develops new
words are created, such as phab/et (a mixture of phone and
tablet), but many old words are also borrowed. Tweet, for
example, is what people do on Twitter but it is also the noise
which a small bird makes. In a playful way, the poem laments
how technology has changed our lives and language.
Remember When ...
5
10
2
Match the words in the box with pictures A-H.
Check the meanings of the words if necessary.
application
file keyboard log
ram virus web
mouse pad
15
20
25
A computer was something on TV
From a sci-fi show of note.
A window was something you hated to clean
And (1) ... was the cousin of goat.
fVleg* was the name of my girlfriend
And gig* was a job for the nights.
Now they ali mean dífferent things
And that really mega bytes.
An (2) ... was for employment.
A program was a T\1 show.
A (3) ... was a piano.
Memory \Nas something that you iost with age.
Compress was something you did to the garbage*
Not something yo u did to a (4) ....
(5) ... on was adding wood to the fire.
Hard drive was a long tríp on the road.
A (6) ... was where a mouse lived.
Cutting you did with a pocket knife.
Paste you did with glue.
A (7) ... was a spider's home.
And a (8) ... was the flu
1guess* 1'11 stick to my pad and paper
And the memory in my head.
1 hear nobody's been killed in a computer crash,
But when it happens they VJish they were dead.
*Giossary
Meg- a short form of the
na me Margaret í the short
form of mega(byte)
gig-a very temporary job 1
a concert by a band í
short form of giga byte
English)
pad- someone's house
(colioquial US English) 1
a notebook
i guess = 1think
4 • Complete the questions in your notebook with
the correct forms of words from the poem. Then ask
and answer.
1
Why is it good to ha ve an externa! hard ... ?
¡
t,,
_,
[
1
garbage- rubbish (US
3 Complete the poem in your notebook with the
words from exercise 2.
2
When yo u ... on to a secure ... site, what do yo u need
todo?
3
Do you have a mouse ... ? Does it have a design on it?
4
How many ... abytes are there in a giga ... ?
5
Has your computer ever crashed beca use it had a ... ?
6
Have yo u downloaded the vocabulary ... which
accompanies this course?
Skills Extra
<.,.,
)j BBC Video Sociology: Rudeness
-"
1 • Read the questionnaire and guess the meaning of
the blue words and phrases. Write your ideas in your
notebook and compare them.
2 • Do the questionnaire and compare your
answers.
3
That's so
RUDE!
O Watch the video. How do the majority
of people react to each situation in the
questionnaire?
How do you react
when people are
rude? Do you speak
your mind, keep your
feelings bottled up or
¡ust walk away?
4
O
Watch again and complete the sentences in
your notebook. Write one word in each space.
Situation A
Situation A
Man:
'lt seemed like the path of least
resistance was probably just to ... .'
2 Presenter: 'Are we ... now than we were 20 to
30 years ago?'
3 Peter Post (etiquette expert): 'Americans, by
about ......... , think so, yes.'
4 Woman:
'1 felt it was my duty ............ to
say something.'
You/re sitting ata café 1 sipping a drink
and chatting with a friend. Suddenly your
peace and quiet is shattered as two kids
start screeching and running wild right
near you. You/re so angry- Ws making
your blood boil/ but what do you do?
A Stare at them and their mum in disgust and hope that
they get the hint.
Situation B
B Get up and walk away.
C Scold the kids and confront their mum about their
behaviour.
5 Woman:
6
Situation B
You/re in a park and you see a man
littering the place. He throws a plastic
bottle on the ground in front of you and
walks away. What do you do?
A Confront the litterbug and ask him
why he thinks Ws OK to throw
rubbish on the ground.
B Don/t soy anything but immediately pick up the litter
so that the man can see that he was wrong.
( Do nothing and let him get away with it.
1
You d be taking a risk confronting someone beca use
you don/t know how people are going to react.
Situation C
Situation C
7
8
9
..o111111111111
~
A girl
is sitting next to you and she/s
talking incredibly loudly on her phone.
1
The girl is a real blabbermouth and won t
stop talking. What do you do?
A Nothing. 1don/t like loudmouths but
this is pretty normal and Ws not even
worth mentioning.
B 1would ask her politely to lower her voice.
C lt depends. lf 1was in an open space rd just walk
away/ but if 1was in a confined space1 like a bus or
a waiting room/ 1 might soy something.
'1 feel bad about not ......... , but it is
a risk.'
Presenter: 'The people who are being rude - they
don't necessarily know that they're
5 •
Presenter: 'Take for example all those
loudmouths on cellphones. They may
not ... it but they are America's ..... .
... when it comes to rudeness.'
Presenter: 'In a confined space, people aren't
afraid to ...... .'
Presenter: 'In ... out of four buses, someone said
something to our ...... .'
Discuss the questions.
1 Were you surprised by people's reactions in the
video? Why /Why not?
2 In your country, are people rude in the same way
that the actors were?
3 In what other ways are people rude?
4 What annoys you and what do you do about it?
5 Do you think that you have ever been annoying or
rude? How?
...•
..-
Vocabulary Sport, movement verbs, keeping fit
Grammar Relative clauses
Speaking Comparing photos
Listening Completing sentences
Writing A narrative
•1
~. .:~~f#J•t Introduction Sports records
Leadin
1 ~ Discuss the questions.
3 Copy and complete the table in your notebook with
the blue words from the text. Then think of more
sports-related words to add to the table.
1 Whích ~ports events are popular ín your country?
2 For ~h1ch sports do you need to be fíttest? Why?
3
verbs people
qualities
Has fltness become an índustry? Explaín your answer.
Vocabulary Sport
2 Read the text and choose the answers in the quiz.
u
u
l.
''
l
In 1970, 127 runners took part in the ftrst New York marathon. In 2012, when the
roce was cancelled because of a hurricane, (a) 20,000 (b) 40,000 (e) 60,000
participants had signed up for the event.
"
u
w
r
1!
V
(a) Brazil (b) ltaly (e) Argentina is the only country which has qualifted for
every FIFA World Cup tournament. They hove also got through to the final
seven times.
The number of spectators at Tour de France cycling roces can reach
approximately (a) 1 million (b) 5 million (e) 15 million. This three-week
competition requires a lot of stamina. 40% of riders eventually give up
and drop out of the roce.
Australian Dorothy de Low, who was born in 1910, was a competitor in the World
Veterans' Table Tennis championship at the age of (a) 87 (b) 97 (e) 107. She
aims to carry on playing.
The most successful basketball team in the USA is (a) the Boston Celtics (b) the
LA Lakers (e) the Chicago Bulls, who hove won more league titles than any
other NBA team.
The biggest crowd in a stadium was at the Maracaná in Brazil, where an
estimated a) 100,000 (b) 200,000 (e) 300,000 footballsupporters come and
cheered on the Brazil and Uruguay teams in the 1950 World Cup.
In the 24 hour endurance roce in Le Mons. France, three teammates
share a car and must drive as far as possible in that time. The
record is currently (a) 5,410 km (b) 10,410 km (e) 15,410 km.
places
events
prizes
4
Complete the sentences in your notebook with the
correct forms of words from the lists. Not all of the
words are needed.
•
7
Our tea m ... for the ... but in the end we couldn't ...
beca use two of my ... were ill.
sign up
crowd
2
take part teammates
cheer on
give up
Copy and complete questions 1-10 in your
notebook. Use the words in the box.
anybody better did good like
often spend tell what
tournament
lt helps you to ... when you've got thousands of ...
who are ... all of the runners.
carry on
Video
long
1 Can yo u ... me about your sport?
2 What do yo u ... about it?
3
How ... do yo u train 1 do it?
How ... yo u get into it?
5 Are yo u ... at it?
6 Do you think you can get ... at it?
7 Do you ... a lot of time and money on it?
8 ... do you get out of it?
9 How ... have you been doing it?
supporters
4
3
Not every participant has the ... to complete a
triathlon, and so me people ... .
drop out
stamina
take part
4 Yes, we ... for the ... but in the end we lost in the ....
championship
competitor
finals
10 ls it something that ... could do?
qualify
Pronunciation Word stress
5 e~)) 1.09 Listen to eight words and write them in
your notebook. Underline the stressed syllable in
each word.
+
1-oúrY\.tU\A.~C-n.
6 ~ Discuss the questions.
1 Which team or teams do you support?
2 Do you take part in any sports?
3 Have you ever been a spectator ata sports event?
What was it like?
4 Which event would you most like to go to? Why?
5 lf you ever signed up for a marathon, which
city in the world would you like to run in?
8
Gc~)) 1.10 Watch or listen to three interviews.
Which questions from exercise 1 do you hear in
each interview?
9
f)c~)) 1.10 Watch or listen again. Copy and
complete sentences 1-6 in your notebook.
1 According to Christina, what are the advantages
of playing squash?
2 What does she say about making progress?
3 How much does Sophie spend on gym
membership?
4 What does she advise beginners todo at the gym?
5 What has Tom's team recently done?
6 According to Tom, what is helpful when playing
basketball?
10 ~ Think of a sport or hobby which you enjoy.
Then as k and answer questions from exercise 7.
Think of more questions to ask your partner 1
group about their activities.
Reading Endurance
1 Look at the title of the text and the photos. What do
you think the text is about? Choose from A-C.
5 Answer the questions using your own words in your
notebook.
A Fitness training in the army
What makes Tough Mudder more interesting than a
marathon or triathlon?
8 Training for triathlons
C Extreme obstacle races
2 Why are competitors reminded about camaraderie at
the start of the race?
2 4.)) 1.11 Read the text and check your answer to
exercise 1. Find adjectives in the text which describe
Tough Mudder and nouns which describe the
qualities of the participants.
.¡.
3 Why are there no prizes in normal Tough Mudder
races?
6
3 Write true or fa/se for sentences 1-4 in your
1
notebook. Give evidence for your answers.
¡J
Match the definitions with words or phrases from
the text.
Extreme obstacle races are more serious than other
endurance races.
4
2 Tough Mudder races don't always have the same
obstacles.
4
4
You can enjoy extreme obstacle races without doing
much training.
Read the Key exam task and the example question.
Then choose the correct words in the explanation to
answer the question.
Answering in your own words
something (paragraph D)
Vocabulary Movement verbs
7
Find combinations of these verbs and prepositions in
the text. How do you say them in your language?
swim
climb
• Your answer may need information from different
parts of the text.
• Give the main idea, but not all the details which are
in the text.
1
through through
into across up
2
3
... of an aeroplane
4
... hot coals
... freezing water
... an oily 20-metre
5
... a hill backwards
poi e
9 ~ Think of ideas for a rival event for Tough
Mudder. Think about a place, prize, entry fee,
obstacles and time of year for your event. Then
compare your ideas.
Example question
Why is mud part of the name of the Tough Mudder
event?
1
•
1
i
1
1
lhe- ke-q worJ ivt ·Hte- que-s.f-iovt is mmad 1 ae-n.f
~vtJ .f-fte- ~vtswe-r is ~.f- .f-fte- e-vtJ o+ p~r~qr~pft
CZ) B 1 c. To ~vtswe-r .f-fte- que-s.f-iovt, we- c.~vt re-pftr~se­
.f-fte- ivt+orn.t~.f-iovt ivt .f-fte- .f-e-x+ btj S~tjivtq .f-ft~.f­
p~r.f-ic.ip~vt.f-5 (~) have- .fo 1 shoa!dn '+UD qo .fhroaqh
1 l()ade- .fhroaqh ~ lo.f- o+ ML.ld.
over
climb along dive into jump out
ski down walk over
• ldentify the key words in the question and look for
those words or synonyms in the text.
• Use your own words to answer the question.
Think of synonyms for words in the text if necessary.
crawl jump
get jump
8 Complete 1-5 in your notebook with the verbs in
the box.
• Always read the whole text before you answer
comprehension questions.
• Check the question again and decide what type of
information you need.
increased or made stronger (paragraph D)
5 have the right qualifications or qualities to do
3 At first, the founders of Tough Mudder didn't think
about making money from it.
when there's not enough of something (paragraph A)
2 which everyone accepts as true (paragraph B)
3 person who introduces a competition (paragraph C)
Find videos and information about Tough
Mudder and other extreme obstacle courses .
Which are the hardest obstacles, in your
opinion?
O
There's no shortage of endurance events these days. Marathons, triathlons,
ultramarathons, superswims and megacycles are relatively common. Even the monstrous
Marathon des Sables- a six-day, 251-kilometre run through the Sahara- attracts more
than 1,000 entrants. But there's now a new type of event which is putting the fun back
into fitness. Welcome to the world of extreme obstacle races, in which competitors run,
climb, crawl and swim through events with names like Spartan Beast and Rugged Maniac.
There's even one called Run For Your Uves, in which 'zombies' chase the participants.
O
But undisputedly the most successful event of all is Tough Mudder. This event, which
is described by organizers as 'the toughest on the planet; is a half marathon which
incorporates a gruelling series of 25 military-fitness-style obstacles such as 'The electric
eel; where competitors must crawl through freezing water, getting 10,000-volt electric
shocks if their body touches one of the wires above them. At the 'lsland hopping' obsta ele
they jump across from one artificial island to another, at 'Everest' they must somehow
climb up a very slippery metal slope and at 'Walk the plan k' they jump into more freezing
water from a 4.5-metre-high platform. That's not to mention the parts where they must
run through fire or wade through more than 1.5 kilometres of waist-high mud.
8
'Personal endurance challenges like lron Man, marathons and triathlons are definitely on
the increase, but a lot of people, including our founders, find training for those events
quite boring and repetitive; says Sarah Harvey ofTough Mudder UK. 'With this event yo u
never know what to expect, beca use the course is never the same:The courses, which are
designed by army specialists, are supposed to 'test all-round strength, stamina, mental
grit and camaraderie:Winning isn't everything in Tough Mudder and participants are
expected to help each other, as getting over a mud-covered wall alone, for example,
is not much fun. So at the start of each event the compere reminds the 'mudders' that
'teamwork and camaraderie are more important than your time:
0
Tough Mudder was founded in 201 Oby two British businessmen called Will Dean and
Guy Livingstone. Dean developed his business plan while studying at Harvard Business
School. The company now makes over $70 mi Ilion ayear and has more than 50 events
planned worldwide for next year. lts astonishing popularity is fuelled by people's desire
todo something both challenging and fun. Taking part is the most important thing, so
there are no prizes except for an orange banda na for those who finish. The exception
is a cash prize at the 'World's Toughest Mudder; a championship for which only people
with the top five per cent fastest times that year are eligible. They then have 24 hours to
complete the course as many times as possible. The record is nine times- that's 90 miles
oftorture. One year, 90% of entrants dropped out.
O
So whilst they can be fun, these are endurance challenges for seriously fit adrenaline
junkies. According to one participan!, whose advice was todo plenty of training, 'lf
yo u're not fit enough you'll hate every minute- it's the difference between a
brilliant experience and the PE class from hell:
Find and complete the words from the text
with the corred suffixes. Think of another
example including each suffix.
business ... 1 woman
organize ...
special ...
.·~ ·~~~~:~:~~~~~~~~~~~~~~~~~~~~~~~~~:~:~~~:~:~:~:~~~~~~~~~~~:~:~!·~-~~~~~~c~~~é)~"~é)~~~~~~~"~~~"~~~~~-~~~~~~~~~·
. . ....................
'
•--;a Grammar Relative clauses
Grammar Workshop
Practice
Pages 91-93
A RELATIVE PRONOUNS & ADVERBS Find relative
clauses which include 1-5 in the texts on pages 20
and 23. When do we use each pronoun or adverb?
1 which
3
when
2
4
who
where
••••••••••••••••••••••
1 Join sentence halves 1- 5 with A- E and include a
word from the box in each sentence. Add commas if
necessary.
5 whose
wh en
where
which
who
whose
B DEFINING & NON-DEFINING CLAUSES Look at the
examples and write true or fa/se for rules 1--4 in
your notebook.
Defining clauses
1
Dean's the person who 1 that started the company.
Tennis is the only sport (which 1 that) 1 play.
Note: we can on ly omit relative pronouns 1 adverbs
when they are the object of a defining clause.
Non-defining clauses
Dean, who started the company, is a millionaire.
Cricket, which is difficult, has a long history.
Defining clauses give non-essential information.
2
e
Lahcen Ahansal
We use commas to separate non-defining clauses.
3
We can use that in defining clauses .
4
We can sometimes omit the relative pronoun or
adverb in non -defining clauses.
WHICH, WHAT & THAT Translate the examples into
your language and complete rules 1--4 in your
notebook with which, what or that.
A
1
didn't hear what the referee said.
'
B We lost the match, which was annoying.
C Stamina isn't all that you need.
D lsn't that the guy that plays for Celtic?
1
We use ... after al/, everything, nothing and
superlatives.
3
... can mean 'the thing(s) that' and doesn't have a
noun befare it.
4
We can use ... in informal style instead of ... and
who.
D FORMAL & INFORMAL STRUCTURES Read the rules
and decide which of the examples A and B is
formal and which is informal.
a cup aerobics badminton fans finals gym
participant physiotherapist quarter finals
stadium stamina substitute tennis yoga
In formal style, prepositions go befare the relative
pronoun or adverb.
B This is the course which the tournament is played on.
Complete all activities in
temperaturas aren't tfDo high.
brother has also won five times .
includes transport to Morocco.
sand and heat are a problem.
are -extremely fit.
2 4.)) 1.12 LISTENING OPTION Listen to people giving
definitions of ten sports-related words. Choose a
word from the box for each definition. There are
five words you do not need.
In informal style, prepositions go after the verb.
A This is the course on which the tournament is played.
•••
...
...
...
. ..
. . . can refer to the who le el ause befo re it.
2
This 251 km race takes place
in the Sahara
lt's held at a t ime of year
There is a €4,000 entry fee
The race attracts people
Lahcen Ahansal is a ten-time winner
3
111 SPEAKING OPTION Write definitions of six words
connected with sport in your notebook. lnclude
relative pronouns or adverbs in your definitions.
Then compare your definitions and guess other
people's words.
4
Combine the information in the sentences. In which
sentences can you omit the relative pronoun or
adverb? Why?
8
Read the Key exam task. Then combine the pairs
of sentences in 1-6 in your notebook, including
the words in bold.
1 Where are the tickets? 1 gave them to you. (defining)
2
Our fans are great. They are very loyal. (non -defining)
3
The course is difficult. They described it to me. (defining)
Rephrasing with relative clauses
4
The team beat us. They won the league. (defining)
5
My trainer is very successfu l. Her methods seem hard.
(non-defining)
An exam question might ask you to join two sentences
with a relative clause.
Example: Triathlons are now popular. They are tough .
T ri¡::¡-f"¡.,_lovtS) ,w¡.,_id\ ¿:¡re- 1-ouq¡.,_) ¿:¡re_ vto.W rorul?lr.
5 Complete each sentence in your notebook with a
relative pronoun and a preposition from the box.
Which pronouns can you replace with that?
against
for (x2)
in
• See which word you need to replace with a relative
clause. Don't leave it in your rephrased sentence.
• Add commas if you use a non-defining clause.
• Check to see if there is a preposition with the verb.
to
1 The commentator ... 1 was listening ... was ecstatic.
6
2
The event ... you signed up ... has been cancelled.
3
What's the na me of the tea m ... we're playing ... ?
4
She's the one .. . autograph everyone asked ... .
Jack's house is over there. Jack loves tennis. (whose)
2
We went toa match. Four players were sent off in
it. (which)
3
She didn't qualify. That disappointed me. (which)
5 The Premier League, ... 20 teams play ... , is very tough.
4
This is the Olympic stadium. Bolt won two gold
medals here. (where)
Rewrite the sentences in exercise 5 using formal
structures in your notebook.
5
Mark dropped out of the race. He fell. (who)
6
She's a champion . Kids look to her for motivation.
(who)
7 Complete the sentences in your notebook with what,
which or that. In which sentences can you omit the
pronoun 1 adverb?
9 Correct the errors in the sentences in your
notebook.
1 Everybody ... 1 know is a football fan.
l've got an uncle who he lives in Canada.
2
She simply couldn't carry on, ... surprised me.
2
That's the team which we beat them last year.
3
1
don't understand ... those fans are singing.
3
The trainer taught us everything what we know.
4
She's someone ... can always win unexpectedly.
4
The wi nner is the one who their score is lowest.
5
Recreativo won the cup, what made me very happy.
5 Winning that trophy is all ... 1 want to do.
10 Choose the correct
words. lf two words
are possible, write
both words in your
notebook. In which
sentence is it possible
to omit the relative
pronoun? Why?
The games, (5) that 1 which 1 what originally
were only held in the USA, now also take
place in four other countries, including
Spain, (6) that 1 which 1 where they are held in
Barcelona.
The X Games, (1) what 1 which 1 that started in
the USA, are the biggest events for everybody
(2) who 1 whose 1 that follows extreme sports.
The TV company ESPN, (3) on which 1 which 1
that the games rely for sponsorship, has
supported them since 1995, (4) where 1 when 1
which they were founded.
X Games events, (7) when 1 what 1 which
include snowboarding, BMX, skateboarding
and motocross, are adrenaline-fuelled,
(8) that 1 which 1 what you'd expect. They're
not the kind of sports (9) which 1 that 1
what you often see. Many participants are
international stars (10) whom 1 whose 1 who
save their best tricks for the games, and
(11) who 1 whose 1 whom fans travel from all
over the world to see them. Accidents and
upsets, (12) that 1 which 1 for which the games
are also famous, add to the drama.
~
·~·:~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~:~:~~OCB~ 98889888888888888
• . •.•.• • • • • • • • • • • • • • • • • •
Practica! English Talking about pictures: fitness &.~x~rc.ise.. . . . . . . .
- .- .-.-~ • w-. • • • • • •• • • • • • • • • • • • •
.
'---.a
Vocabulary Keeping fit
1
Look at the questionnaire and check the meanings
of the blue verbs. Then think of answers to
questions 1-3.
1 W hich of the ideas are good and which are bad?
2 W hich w ould or w ouldn 't you do7
3 Do you know anyone w ho's done any of these t hi ngs7
2 •
Get in shapel
Which of these things would yo u do?
0
1
Look at 1-4 and write advice for each person in your
notebook. Use verbs from exercise 1.
t+ Miqfl+ be-
a~-1.
iJe-a +o .. .
Yot.~ sflot.~IJ 1 sflot.~ldl-1. + .. .
1
Yot.~ c.ot.~ IJ
+rtj ... C-r -i1-1.ql
1 l'm not in great shape. l'd quite like to get fi t but 1
don 't like team sports.
2 l'm a smoker and 1 know it's unhealthy, but all the
peop le 1 hang out w ith smoke too.
3 l'm taking supplements to bulk up because 1 w ant a
really great body.
4 l'm unhealthy but 1 haven't got any w illpow er and 1
can 't be bothered to keep fit.
Vocabulary Worksho
Take up martial arts.
fJ Hire a persona l tra iner if 1need
Compare your ideas from exercise 1.
t+ 's Je.+i~.i+e.ILj 1 9robabllj C1-1.o+l a qooJ iJe-a +o ...
t'J Je.-+il'1.i+e.-1Lj ... 1 l wot.~IJ~-1. + ... 1 lhe.-re.-'s 1-1.0 walj t'J ...
l CJo~-1. '+l k1-1.ow SoMe.-o1-1.e.- 1 ai'1.Ljol'1.e- wflo kas ...
3
.. .. . .. . . . . . . . . ..
•
extra motivation to keep fit.
IJ Start training for a fun run. a half
marathon or something longer.
l
B
Get together with sorne friends to
form a tea m. then enter a
_ _c~
om
_ petition ora spons~ed ev~J
¡
IJ Give up sorne or all of my unhealthy ha bits.
~
..,---
,.,-
-
·cr--
D Make an appointment with a nutritionist or get a
health check.
fJ Enrol in a yoga . aerobics or dance class . 1
-~----'
li)Join a gym or become a member of a sports club.
Pages 104- 105 II"J
f?;1 VOC
APP
IJ Go on an extreme diet
if 1need to lose weight.
Listening
4
4. )) 1.13 Match the words to photos A- E. Then listen
to a discussion about fitness. In what arder do
Sarah, Jimmy and the ir teacher mention each of the
fitness ideas in the photos?
------- -----
liD Take protein supptements
---
butk up and put on weighl
anti-gravity yoga chair dancing 'Exercise in a bottle' pills
sauna su its the baby food diet
EXERCISE
IN A BOTTLE
Complete all activities in your notebook.
.· . ~·:;~
• • ••••••
• • • • •••••••••••••••••••••••••
•
•
•
5 4. )) 1.13 Listen again and complete the sentences in
your notebook.
1
Sarah's mum doesn 't do boxercise now beca use .. .
2
The students agree that anti-gravity yoga looks .. .
and ...
They th ink t hat t he names 'chai r dancing ' and 'sau na
suits' are ...
3
4
The baby food diet w as popular beca use ...
5
lt 's easy t o t rick people w ho ...
6
' Exercise in a bottle' pil ls w ere banned because
Speaking
7
Talking points
A Place, activit ies, time
B The people's feelings
C Similariti es and differences
D Your experience
E Your feelings
A re the pictures similar in any w ays? What are the
differences?
6 4. )) 1.14 Listen and complete the Key phrases in your
notebook.
2
Keyphrases
Comparing photos
(1) ... you can see ...
They've got something in (2)
They' re al l (3) ... to (fitness).
They might 1 could 1 may be .. .
lt looks (4) ... (they' re in a gym).
On the other (5) .. . , in the f irst photo ...
In the first photo ... whereas in the second photo ...
Match the talking points with the questions in 1-5.
Then look at photos A and B and prepare answers to
the questions.
W hat are t he people doing in each picture? W here are
th ey7 How do you know ?
3
How do you think the people feel?
4
Do you know people w ho do 1 have done things like
t his? Have you experienced anything similar? Describe
your experience .
5 Wo uld you like to be in this situation? How would you
feel? Why?
8
IJI Ask and answer the questions in exercise 7. Use
the Key phrases.
S eaking Worksho
Page 118
~:~1'111 Writing A narrative
Model text
3 Read the text again and answer the questions in the
Text analysis in your notebook.
1 Read the text and answer the questions in your
notebook.
Does Joey focus on the match or on the atmosphere
befo re the match?
2
2
Which part of the experience was most memorable
for him?
3
Have you ever hada similar experience?
•U 1.15
• LISTENING & SPEAKING OPTION Listen
to another version of the story. Make a note of the
differences and compare with another person.
Paragraph 1
1 What are the na mes of the
tenses?
Paragraph 2
2 What are the names of the
tenses?
3 The writer uses imagery which describes the crowd
as a fluid. What words show this imagery?
4 What's the climax of the action in this paragraph?
Paragraph 3
5 What are the names of the
tenses?
6 How can yo u translate sin ce then?
I'll never forget the day that my dad
took me to see Manchester United play
at Old Trafford.
to go
there. When he told me he'd got tickets I didn't believe
it at first, but then he got them out of his wallet and
it was true. Two days later, we were on our way.
2 As soon as I got off the bus I felt the excitement. A sea
of people were filling the streets like a fiood. Sorne
1i:;and sorne were clapping. Everyone ~~~-~~~
¡
and talking excitedly as we headed to Old
Trafford. Soon afterwards we were looking down on
the pitch and the match started. It was a really brilliant
game and the atmosphere grew as the score reached
2-2 in the second half. Then in the final minute United
again, and a few moments later the noise 1!111
a deafening roar when the referee
the final whistle.
3
a really amazing evening, and I was totally
exhausted. Though at first I hadn't joined in with the
chanting and singing, in the end my throat
so sore
that I couldn't speak.
to other matches since
then, but the moment that they scored that winning goal
is one that ll!lliill!lllllli!t·
.
......
~.-.­
..
• . • .. •
.•.•.•.•.•.•.•.•.•.•.•.
Writing skills A narrative
Speaking Preparing to write
4 SEQUENCING Complete 1-5 in your notebook with
the na mes of the tenses.
7 •
Look at photos A and B at the bottom of the
page and imagine that you were at one of these
events. Then prepare answers for questions 1-7.
Befo re
1
How did you feel befare the event?
To describe events befare the main narrative use the (1) ...
and past simple.
2
What had happened befare it?
During
3
What was happening at first?
To describe atmosphere and background events use the
(2) ....
4
What moments were particularly special or
memorable?
To describe the climax of the action use the (3) ....
5 What was happening at that moment and how did
you feel?
After
To describe events since the main action and your feelings
about the future, use the (4) ... and the (5) ....
5 Copy and complete the table in your notebook with
the blue words in the model text.
Beginning and
end
Simultaneous
events
Sequence of
events
6
How did you feel after the event?
7
What do you feel or think about it now?
Writing
8
Follow the steps in the Writing guide.
...........
w~~~~¿•;,
,~~~
Task
í..iiií?éi-S/- ~:__:-::
Pages 12(}-121
6 KEY PHRASES Look at the examples in the Key
phrases. Then complete 1-5 with your own ideas in
your note,book.
Think of a celebration, sports event or concert that
you went to. Describe your experience. Write 120-150
words.
Think and plan
• Ask yourself questions about the event (or look back
at your answers in exercise 7) to help you remember
or imagine it. e.g. When ... ? Where ... ? Who ... ?
How did 1feel? Why ... ?
Comparisons, adjectives and adverbs
... people were filling the streets like a flood.
Everyone was walking ~ and talking excitedly.
lt became a deafening roar.
1 was totally exhausted.
My throat was so sore that 1 couldn't speak.
The darkness covered us like ... .
2
The creature moved ... and ... towards me.
3
1
4
1 was
... terrified.
5
1 was
so scared that ....
heard a ... scream.
• Make a list of key words in your notebook. Then
think of adverbs, adjectives and comparisons which
you can add to the words.
Write and check
Read the Key phrases again. Write a rough version of
your narrative using notes from your plan. Then check
these points and write a neat version.
• Have you included different tenses, time expressions,
comparisons, adjectives and adverbs?
• Have you used any of the Key phrases?
~->) Listening
1
The fighting dance
••>) 1.16 Look at the photo. What do you think these
people are doing? ehoose the things you think these
people must possess to do this activity, then listen to
see which ones are mentioned.
2 ~u 1.16 Decide what the key words in questions 1-8
are. listen to the interview again and choose the
correct answers.
Marcus Vinicius Vallinari and Marcus Cabe~a ...
A both live in Acton.
a sense of competitiveness ability to do acrobatics
ability to work in a group aggression discipline
flexibility physical strength respect for others stamina
2
B are taking part in World Fitness Day with Jane
Fonda.
e are the same person.
D train ata capoeira school in Acton.
Capoeira allowed slaves to develop their fighting
skills ...
A once they were set free.
B without harming their owners.
e
while entertaining their owners.
D without being detected by their owners.
3
Who has hada positive influence on Jedd Hamlyn?
A Gang members in his local area.
B Police who have to deal with gangs.
e
His Uncle Richie.
D A friend of his who lefta gang.
4 What is not true about Jedd?
A He used to get laughed at because of his weight.
B He used to break the law.
e
He's been practising capoeira for seven years.
D He works well with others in his group.
5 eapoeira helps people beco me ...
A more disciplined, but aggressive.
B less respectful of others.
e
less self-conscious.
D more disciplined, respectful of others and fitter.
6 Jedd says he ...
A would never take supplements to bulk up.
B finds it hard to train regularly.
e would like to be fitter.
D doesn't want to lose any more weight.
7 Beginners' classes in capoeira are different from
advanced classes beca use ...
A they don't involve any acrobatics.
B they're much quicker.
e you only learn how to attack.
D the moves aren't performed so quickly.
8 According to Jedd, capoeira ...
A is only for acrobats.
B becomes more difficult as you advance.
e doesn't improve general fitness.
D isn't difficult.
Skills Extra
1 Check the meaning of the words in 1-6. Then match
them with A-F.
1 A glider.
2 A pilot.
3 A thermal.
4 Rol!, pitch and yaw.
5 A manoeuvre.
6 Performance, handling and safety.
A Types of movement that a plane or ship make.
B A movement which requires skill.
The equipment which is used in paragliding.
D A current of warm air which rises.
E Characteristics of the equipment.
F A person who paraglides.
e
2
8
Watch the video and order topics A-F.
3 . . O Choose the correct answers to 1-7 and
compare your opinions. Then watch the video again
and check your answers.
1 The narrator says 'lt's a dream to fly like a bird, but a
nightmare to drop like ... '
A a weight. B a stone.
C a bone.
2 The problem with thermals is that they can be very ...
A violent.
B warm.
C turbulent.
3 Accidents happen when an inexperienced pilot has
more enthusiasm and confidence than ...
A ability.
B equipment.
e
safety.
4
Gliders can collapse because, unlike planes, they
are not ...
A salid.
B motorized.
C rigid.
5
Robbie Whittal trains over the lake beca use it's ...
A safer.
B popular.
e
nearby.
6 A category 3 glider is ...
A De..siqninq sa+e..r qlicie..rs.
13
Con+icie..nce.. anci abili+t¡.
e
The.. re..pu+a+ion o+ paraqlidinq.
D Le..arttinq ftoJAJ +o +tt¡.
e Wftt¡ t¡ou sftoulci +rt¡ i+.
f Te..s+inq anci ce..r+i+ica+e..s.
A quite dangerous.
B quite safe.
e intermediate.
7 Robbie says that how far you go with paragliding
depends on your ...
A experience.
B training.
e imagination.
4 . . Discuss the questions.
1 What would you like and dislike about paragliding?
2 In general, do you like or dislike taking risks?
3 Which other radical sports do you know? Would you
like to try any of them?
r¡
_,
Unit contents
Vocabulary Shopping, idioms, waste
Grammar The passive, the causative
Speaking Giving a presentation
Listening Completing sentences
Writing Informal & formal emails
L-
.,
"
:z: ¡:
....t;
:z:
:::::;
Introduction Shoppers
Leadin
1 •
Discuss the questions. Explain your
opinions.
1 Do we al! want too much and buy too
much?
2 What do you think a 'shopaholic' is?
What's the cure?
3 What effects does consumerism have
on the environment?
1
Vocabulary Shopping
2
í3 \1M no.f- a .f-o.f-al e-co-skopper- 1 M no.f- ntanic
abo~.f- b~':(ittq orqanic, +or e-xantple-. í3~.f- \ .f-r':( .f-o
b~':f .f-kinqs wkick kave- bun prod~ce-d locall':f. 1 also
avoid brands ;+ 1 ke-ar .f-ka.f- .f-ke-ir prod~c.f-s arentade- in swe-a.f-skops.
Read the texts and match twe/ve of the
blue words and phrases to definitions
1-12.
1 have enough money for something
2 where something is sold to the person
who offers the most
3 go into a shop and look at things
4 return a product
5
6
money which is returned when a
customer isn't happy
period when a shop sells things at
lower prices
clothes factories where there are very
bad conditions and low pay
things which are sold ata very good
price
test something to see how it works
when someone has made you pay too
much for something
when a product is brought to your
house
when you go from shop to shop buying
things
Complete all activ;ties in your notebook.
D í3~':(ittq ne-w qe-ar is a was.f-e- o+ ntotte-':(. 1
pre-+e-r se-cond-kand s-tu++, so 1 o+-te-n b~':f .f-kinqs
in ckari.f-':( skops or ott e-í3a':( and o.f-ke-r a~c.f-ion
we-bsi.f-e-s. 1+ 1 ne-e-d sonte-.f-kinq ne-w, 1 k~tt.f- +or
barqains in .f-ke- sale-s.
3 Find words 1-9 in the texts and guess their meanings.
try on (text A)
2
3
order (text A)
4
exchange (text C)
6 second-hand (textO)
7 charity shop (textO)
8 window-shopping (text E)
9 save up (text E)
brand (text B)
6
Where are the people?
person? Use the words in the boxes or your own
ideas and explain your answers.
not very
quite
really
cautious cheeky choosy fussy impulsive
mean organized relaxed sensible
very
lazy
5 •
Are you similar or different to the people in the
texts? Write sentences in your notebook about your
shopping habits and compare your answers.
'l 1M Yl.o+ p?{r+iwf?{ri!j orqc;{YI.iz~d .wlt~YI. l qo sltoppiYI.q.
l o++M jus+ bro.ws~. l YI.~V~r fook (:{+ br?{YldS c;{YI.d
1
1
f?{b~fs. l M Mor~ iYI. +~r~s+~d iYI. +1-t~ pric.~.
~1411!11-"
Pages 106-107
Watch or listen to four video
compare your answers.
2 Why are they happy or unhappy?
4 Read the texts again. How would you describe each
not particularly
44}) 1.17 •
~lips. For each clip, make notes about 1-2. Then
5 personal shopper (text C)
a bit
8
EX~~
7
O 4t}) 1.17
Watch or listen again and answer the
questions in your notebook.
1 A How much did Mark pay for the speakers?
B Why did he keep them?
2 A What kind of shop are they in?
B How much did Jasmine pay for the clothes
she's wearing?
3 A Why won't Jasmine shop here?
B Why does Lucy normally buy her clothes
in this shop?
4 A What does Ciare (the shop assistant)
complain about?
B According to Ciare, what do people
complain about?
8 44}) 1.18 Try to complete the Key phrases in your
notebook with one or more words. Then listen
and check.
Reply questions and reply phrases
1thought they were a real
bargain .
... you?
.. . you got ripped off!
2
lt wasn't worth it.
3 Yeah, 1know ....
\!ove this hat!
4
You know this is al!
sweatshop stuff?
5 No! ... ?
1wouldn't buy stuff here.
6
. .. you?
1just can't afford them.
7
No. Me ....
8
... they?
People use us like that.
1' . . .
Yeah. Me ....
~--~~~~--<~~
9 Write questions to find out about people's
shopping habits. Use the Key phrases and all of
the words and phrases from the box.
auctionwebsite bargain brands arder
person:alshopper ripped off sales second~hand
sweatshop take something back window shopping
10 • Ask and answer your questions from
exercise 9.
•
•
"
~
.,
•
..
•
"
o
"
~
~
f;
..
..
"
Reading Obsession
1 e~)) 1.19 ~ Discuss the questions. Then read the
text and check your answers.
5
1 allow yourself to do something (paragraph A)
2 frequent (paragraph 8)
3 gets brighter or stronger (paragraph C)
4 urban (paragraph D)
5 difficulty (paragraph E)
6 current (paragraph F)
Why do you think that some people become
compulsive shoppers?
2 How can they change their habits?
3
Find the opposites of these words and phrases in
the text.
How does the internet affect their shopping habits?
2 Read the Key exam task. Which answer from A-C
best completes the example sentence? Why?
Vocabulary ldioms
Sentence completion
• ldentify any key words or concepts in the sentence.
• Look in the text for any of those key words or
concepts. Read that part of the text again.
• Complete the sentence with information from the text.
Use your own words.
• Check that your sentence is grammatically correct and
. that it expresses the idea in the- text accurately.
Example question
Complete the sentence: A compulsive shopper will
continue to spend despite the fact ...
A of hiding receipts and packaging.
B that they are having money problems.
e that they haven't gota credit card.
3 Complete the sentences in your notebook with
information from the text.
6
Match definitions 1-8 with the blue words and
phrases in the text.
1 feeling depressed
2
totally overwhelmed by something
3
became out of control
feeling very good
4
5
becoming enthusiastic about 1 obsessive about
something
6
requires spending a lot of money
7 addicted to something
8 buying things in arder to feel better
7 ~ Complete the questions in your notebook with
the correct forms of the idioms from exercise 6. Then
ask and answer the questions.
Have yo u ever ...
let your spending get ... ?
The excitement that a shopaholic feels doesn't ...
2
2
Ryan Nicodemus always used to spend more ...
3
3
lt was a mistake for Arzu's father ...
4
4 The danger of internet shopping is that transactions ...
5
... down beca use you can't afford something?
... on video games?
... by the jogging ... ?
been ... in work?
6 been on ... after a concert?
4
Choose the correct options.
7
Compulsive shoppers ...
A sometimes understand the cause of their problem.
B have a problem which always has the same cause.
e don't realize that they have a problem.
2 The majority of British teenagers ...
A don't have a problem with internet shopping.
B might be addicted to shopping.
e said that they shopped online.
3 Therapists encourage people ...
A to avoid problematic situations.
B to confront problematic situations.
e to enjoy problematic situations.
8 bought something which cost ... ?
Complete all activities in your notebook.
tried so me ... to cheer yourself up?
Pages 106-107
·~~~
Search for images of illustrated idioms in
English. Bring images to class and translate
the idioms.
Shop 'til
you drop
O
5
O
10
e
15
20
25
30
35
O
40
45
Bargains! Unbeatable offers! Buy now, pay later! lt's
ha~d to resist the spending frenzy when you're constantly
bemg bombarded by the banners and the bright lights.
And if you're one of the six per cent of the population
who is a compulsive shopper, it's particularly difficult.
Most of us like occasional shopping trips ora bit of
'retail therapy', but there is a point when purchasing
becomes pathological. That point is reached when
someone goes on spending even if it causes financia!
or family problems or involves deceit, such as hiding
receipts or packaging. People who cross that lineare
referred to colloquially as 'shopaholics'. Officially their
'compulsive buying disorder' is considered an illness.
ysually, the idea is, "1 see it, 1 like it, 1want it, 1'11 buy
1t- and damn the consequences,'" says psychiatry
professor Donald W. Black. Shopaholics are on a high
when they buy, but the thrill fades fast, and sufferers can
quickly find themselves feeling down as well as up to
their eyeballs in debt. Compulsive shoppers themselves
often know what drives them. Those who are depressed
think that perfect clothes or more possessions will cheer
them up. 'Buying $300 jeans, 1felt better than everybody
else,' says Brian Kearney, a 20-year-old student. He says
he knew he had a serious problem when he was getting
through $1,500 a month on designer clothes, shoes,
sunglasses and expensive gifts for friends.
Ryan Nicodemus, on the other hand, was never given
much as a kid, but made up for it when he got his first
job. 'When the latest iPod carne out, 1 always had to
buy it, and the latest computer, the latest TV and the
latest video games,' he says. 'lt didn't matter how much
money 1 made, 1always spent more.' Arzu Yonak says she
shopped to get through the boredom of living in rural
Ohio. Then her habit got out of hand when she moved to
New York and was allowed to use her father's credit card
~t the age of 20. '1 remember having five shopping bags
m one hand and the phone in the other, saying "Mom, 1
can't stop!"'
Sorne shopaholics are compulsive gift-givers. Others
have tough jobs, working hard all day and needing a
reward at the end of it. And for all shoppers, the internet
can be a dangerous place, as no physical money
changes hands and the speed and ease of transactions
leaves no time for second thoughts. Youngsters in
particular are being bitten by the online shopping bug.
In a survey for a British psychology journal, 44% of
the teenagers interviewed showed signs of compulsive
shc;:¡pping habits, often on the internet.
G
50
55
The good .news is that facing up to the causes can help
sufferers fmd a cure. One therapist called Randy Frost
encourages his clients to go on 'non-shopping trips'.
They go into their favourite shop, browse and maybe
hold things, but then leave without buying anything.
That's hard when you're hooked on shopping. But
people can be cured, like former sufferer Ryan
Nicodemus, who is now a 'minimalist, and writes
books and blogs about living a meaningful life with
less stuff.' For him, feeling good no longer costs an arm
anda leg.
Find these phrasal verbs in the
text. What do they mean?
1
2
3
4
5
go on
cheer up
make up for
get through
face up to
Grammar The passive, the causative
Practice
1 Write the corred passive or active form of the
verbs in brackets in your notebook. Then guess the
answers to the questions.
A ACTIVE & PASSIVE FORMS look at examples A-E and
answer questions 1-4 in your notebook.
A This has been produced locally.
B These products are made in sweatshops.
e
1 Walmart is the world's largest chain of shops. What's the
value of goods which (steal) from its stores every year?
He wasn't given much by his parents.
A $3 million
D People can be helped by psychologists.
E The sweatshops should be investigated.
2 Which sentences do not have an agent and why?
3
Passive
A
1 was
B
A refund was given tome.
B pets
B $25 million
e
e
plastic guns
$50 million
many items (sell) by Amazon every second?
A 100
B 200
e 300
5 In this photo, people (shop) at the Dubai Mall. How
many shops are in the Mall?
B 1,200
e 12,000
A 120
B PASSIVE WITH TWO OBJECTS look at passive
sentences A and B. Both are grammatically corred,
but which sounds better? How would you express
the sentences in your language?
They gave me a refund.
What is the most that has ever (pay) for a watch?
4 On the busiest day it ever had, approximately how
4 What are the active forms of the sentences?
Active
$3 billion
3
A $1 million
What type of verb is followed by be in the examples?
e
Which of these can't (sell) on eBay?
A coins
Why is the passive used in the sentences?
B $30 million
2
given a refund.
C IMPERSONAl & INFINITIVE FORMS look at the rules
and examples. Then make more examples in your
notebook by replacing the red words.
News reports often use passive constructions with
(be) + past participle + that.
lt +
2 4.)) 1.20 USTEN:ING OPTION listen to the quiz and
check your answers in exercise 1. Write one extra
This construction is often used with verbs such as
be/ieve, think, consider, rumour and report.
piece of information for each question in your
notebook.
They say that shopping is addictive. (active)
lt is said that shopping is addictive. (passive)
3
Read the text and corred errors 1-7 in your notebook.
The same idea can be expressed with a passive infinitive
form:
Shopping is said to be addictive. (passive infinitive)
Perfect infinitives are also possible:
They think 1 thought that the shoplifter escaped.
The shoplifter is 1 was thought to ha ve escaped.
D THE CAUSATIVE Match examples A-e with rules 1
and 2.
We can use have or get + object + past participle
when a person does a task for us.
2 We can use have (but not get) + object + past
participle when a person does something bad to us.
A She's had her credit card stolen.
B
1
could have it done by a personal shopper.
e
1
like to get stuff delivered.
Complete all activities in your notebook.
travellers who have
app;
Customers take photos of the code onthe products
they want and information (4) processes by the app.
Then, in theory, the products (S) should delíver
ª ;s~
to the person's residence later in the day.
The new concept (6) is been tested
, at the moment and if it is
.
successful, more virtual shops
¡¡ ~- (7) will be open.
.
l
._ ._·
r
..
••
4
Rewrite the sentences in your notebook using the
correct form of the passive. Omit by+ agent when
possible.
1
Amancio Ortega Gaona and Rosalía Mera founded
Zara in 1975.
2 They'll advertise their new product on TV.
3 That expert has published a new book.
4 We're sending details of the offers to all of our
customers.
5 The Queen's opening the new shopping centre.
7
• SPEAKING OPTION Take turns to ask and answer
questions using causative forms with ideas from the
box. As k Ha ve you ever ... ? Would you like ... ? or
When did yo u Jast ... ?
anything (confiscate) anything (deliver)
a phone or money (steal) your bedroom (decorate)
your hair (dye) your nose (pierce) your portrait (paint)
8 Read the Key exam task. Then rewrite sentences 1-6
in your notebook using passive or active forms.
5 Rewrite each sentence in your notebook using either
the passive or the passive infinitive.
Passive transformations
1 We have sent you a new credit card.
2 People say that surnames make bad passwords.
3 Shoppers think that online shopping is relatively safe.
4 They promised me a complete refund.
5 The company gave us a guarantee.
Tips for transforming passive and active sentences:
• Remember- the object of an active sentence becomes
the subject in the passive and vice versa.
• Decide which verb tense you need to use and whether
you need an agent.
• Passive with two objects- the indirect object usually
becomes the subject in the passive.
6 Complete the sentences in your notebook using
causative structures with the verbs in the box.
check
cut
deliver
make
steal
• Reporting verbs- decide where you want to put the
subject:
They say this shop is closing. (active)
take
1 My hair's very long. 1 need to ... it ....
2 lt's my mum's birthday. We're going to ... a special
= H- is
sc;~.id +¡.,_e;~.+
+¡.,.is s¡.,_op is
c.losi~q.
OR This s¡.,_op is S?l.t"d +o be- c.losi~q.
cake ... for her.
3
Have yo u ever ... your password ... by a hacker?
4
He's a bit shy and doesn't like ... his photo ... .
5 Your car sounds strange. Yo u should ... it ... .
6 Order from this website and you can ... everything ...
straight to your door.
1
2 They showed me their new products.
3
They believe that this watch is a fake.
4
A genius wrote this poem.
5
All orders will be delivered within fourteen days.
The director of the company will interview you.
6
In 1994 Pizza Hut became the world/s first
[;; ínternet retailer when (1) they sotd one
/JI of their pizzas online. lt was a pepperoni
'L; pizza with mushrooms and extra cheese.
~ {2) Then in 1995 Jeff Bezos launched
J.;. Amazon and Pierre Omidyar started
ffieBay the sameyear. (3) People said that
JOmidyar started eBay as a hobby/ but it
~;¡,~~on became a big business.
~¡,,~pnline shopping is now increasingly
~Jiipopular. In the UK alone, (4) stores send
m,./folore than one billion packages every year
i:flf:;;,
Customers cannot return items without a receipt.
and it seems that (5} nothing can stop this
change in shopping habi.ts .
(6) Shoppers areabandoning shops in
towns. In particular {7) owners ha ve shut ·
down many book,_video and music shops
beca use they can/t compete with internet
prices and digital downloads. Peopfe afso
lik~ (8) somebody deliveriríg products toJII{I
the1r door.
' ··
"'}
(9) Analysts think that e-commerce is
unstoppable and (10) owners wilf close ·
many more shops in the future.
Practical English A presentation
Vocabulary Waste
1 . . Check the meanings of the words in the box and
use them to complete 1-11 in your notebook. Then
compare your answers to the quiz questions.
biodegradable compost consumption
dumped emissions landfill sites pollute
recycled reuse sustainability toxic Wffite
2 Complete sentences 1-6 in your notebook. Choose the
correct base words and make new words from them.
Use the word list on page 107 to help you.
1 l'm using ... (adj) paper. (emit /recycle)
2 The ... (n) ca used ... (adj) problems.
(incinerate 1 environment)
3 We live in a ... (adj) society. (waste 1 dispose)
4 Yes, throw it away- it's ... (adj) . (waste 1 dispose)
5 ... (adj) agriculture doesn't harm the environment.
(biodegrade 1 sustain)
6 ... (n) are producing more and ... (n) are buying more.
(manufacture 1 consume)
f~~> Pages 106-107 e~~~
f.¡f The USA has 5% of the world's population but
produces a) 20% b) 40% e) 80% of the world's
However, (1) ... and zero waste are the aim
of many American communities for the future.
~~>Page117
.w~s-1-e-.
Uf About a) 10% b) 30% e) 90% of all food is thrown
away each year. Only a small percentage of this is
used for (2) ....
t!J When lreland introduced a tax on plastic bags,
(3) ... of bags fell by a) 50% b) 70% e) 90%.
People there now tend to (4) ... bags for shopping.
1!1 (5) ... have special barriers, but about a) 20%
b) 40% e) 80% of old sites leak, allowing (6) ...
waste into the environment.
t§J We incinerate a) 1% b) 10% e) 50% of our waste
but, despite controls, the (7) ... still contain
chemicals which (8) ... the air.
Uf In the USA alone, approximately a) 10,000 kg
b) 1O mil !ion kg e) 1O billion kg of e-waste, su eh as
Listening
3 Read the Key skill and the title of Xavier and Susan's
presentation. Which three key questions do you
think will be mentioned in the presentation and in
which order? Choose from A-F.
Prediction
Befare you listen to a text, look at all of the information
and questions. This will help you to form an idea about
the content of a text befare you listen.
THE PROBLEMS WITH
computers and 1Vs, are disposed of every year.
Most is incinerated or (9) ... in landfill.
t§'1 Only a) 10% b) 20% e) 30% of plastic bottles are
(1 O) ....
ID Most plastic isn't (11) ... and it doesn't decompose
in landfill sites, so scientists are developing new
'plastic' made from
a) corn
b) coffee
e) concrete.
A How much water do children drink?
B What exactly is the problem 7
C Where can you buy bottled water?
D What are the solutions to the problem?
E What are the causes of the problem?
F ls tap water the same in different parts of the world?
4
c.>) 1.21
listen to the presentation and check your
answers to exercise 3. What are Xavier and Susan's
suggestions in their conclusion?
5 c.)) 1.21 listen again and complete the notes on the
presentation in your notebook.
Pronunciation Stress for emphasis
6 c.)) 1.22 listen to the Key phrases and write down
the words which are stressed in your notebook.
Then listen again and practise the phrases.
r , ., ff!ri' ).fl,\t~JPtjJ'\lr;al(, 1
..J ~ '-
Íli .. '
..
.~..
Giving a presentation
First of all 1 Firstly ...
We're also going to examine 1 loo k at 1 tal k about ...
Let's start off by looking at 1 talking about ...
He re are so me key issues 1 statistics ...
lt might surprise 1 interest yo u to learn that ...
So, to recap 1 su m up .. .
1should also mention .. .
Thank you for listening.
}
The- proble-n.ts wi-Ht bo++le-J wa+e-r
(~.••. % o+ bo..f-..f-te..J /JJa..f-e..r is SiMpltj nonttat
-r-tl..f-e..re..J /JJa..f-e..r 1... L "L'
' vu-r 1-r S e..x'pe..nSÍVe.. - bo..f-..f-te..J
/JJa..f-e..r can be.. 10,000 (2.) .•..
1-f-'s /JJas+e..+ut
Manu+ac..f-urinq a bo..f-..f-te.. use..s C3) ... as 1\.luch
/JJa..f-e..r as ..f-he..re.. is in ..f-he.. bo..f-..f-te...
(t.¡) ••• plas..f-ic bo..f-..f-te..s are.. ..f-hn
.
..f-he.. t{SA.
o/JJn a/JJatj (5) ... 111.
ttJhtj do pe..opie. bulj i..f-?
me..u
..f-hink t+'s (b) ••• - 1\.lanu-r-ac..f-ure..rs
('
'J
use..
m ··· o+ tta..f-ure...
Also, pe..opte.. are.. (8) ... anJ bulj i..f- be..cause.. i+'s
('f¡ ....
Speaking
7 •
You are going to prepare a two-minute
presentation. Follow the instructions.
•
Choose a tapie from photos A-D.
•
Find information about the tapie.
•
Make notes about these things:
• the problems and causes.
Co~,dusion
"Butj Cl O) ··· · And don 1..f- be.. tazlj!
• the possible solutions.
•
Write notes and then practise your presentation.
lnclude some of the Key phrases.
•
Give your presentation to the class.
..
.. ·.·.·····················································-~
· ~ o e • e • • • • e • • • • • e • e • • • • • e • • e e o • •
........................
~····
• • • * • o •e •• •e • • •&•e •• •
'"*~"**•ee•••-eo"4••s••,.••-**&e•e08
$
• • • • • • • •w• • •
•
•
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~
e
o
o
~ ~T@)I Writing Formal & informal emails
Model texts
1 Read the model texts and answer the questions in
your notebook.
1 Who are the two emails to and from?
2
Do you think the person was right to complain?
3
Why did Ada m order the top?
4
What does he suggest to Kathy?
2 ~)) 1.23 LISTENING OPTfON listen toa phone call.
What excuses does the customer services assistant
make to Adam? What does she promise him?
3 Answer the questions in the Text analysis in your
notebook.
Email A
1 What does 'Re' mean?
2 Find
three examples of passive forms.
3 Translate the
words and phrases.
Email B
5
10
Dear Sir or Madam,
1 Find three examples of ellipsis (sentences which have
words missing) in the first paragraph.
1am writing with reference to the above order, which 1placed on
your website on 3 February.
2 Find two examples of question tags.
The order was for a size XL black running top. Unfortunately, it
was not delivered until four weeks after it was ordered, and when
it finally arrived, it was not the correct size or colour.l tbil:'éfore
returned the package to you immediatelywith a note. Hm\l[ever,
1have not had any reply from yo u, aesp(téthefattílí~l it is now
two weeks sin ce 1returned the goods to your warehouse.
1would be grateful ifyou could either send mean update
regarding this order or arrange for a refund to be made.lt has now
been six weeks sin ce the original order was made and 1would
appreciate it ifthe situation could be resolved as soon as possible.
llook forward to your reply.
Good to hear from yo u. Thanks for the photos -looks like yo u had a good time
in Barcelona, though 1expect you're feeling poor now, aren't you? Were you
on holiday with your parents? Hope yo u didn't do too much damage to their
5 credit cards!!
Yo u were asking about my brother- he's on great form- hedida triathlon
recently.lt's his birthday next week and 1ordered him a running top but it
hasn't come yet, l'm desperately thinking of what present 1could get himany ideas???
1o
Not much news he re, really.l'm really busy studying for exams. What about
you? Yo u got that part-time job in a supermarket, didn't you? How's it going?
lt would be good to catch up. When are yo u next in town? Hey, 1know- why
don't yo u try to come down for Dom's birthday? lt would be a nice surprise.
Anyway, think about it and let me know your plans.
5 Hope all's well. Keep in touch.
3 Translate the g~e~ word.
e
o
•
Writing skills Formal & informal
Speaking Preparing to write
4 FORMAL & INFORMAL STYLE Complete 1-8 in your
8 Make a note of all the questions in email B. Imagine
that you received the email. Prepare answers for the
questions.
notebook with the words in the box.
aims
contractions conversational incomplete
passive questions sentences tags
9 ... Take turns to as k and answer your questions
from exercise 8.
Formal emails often include these features:
•
(1) ... forms (not active)
Writing
•
Set phrases
•
Complete and grammatical (2) ...
•
No date or address
•
Paragraphs with clear (3) ...
•
No (4) ...
10 Choose one of the tasks and follow the steps in the
Writing guide.
Informal emails often include these features:
•
So me (5) ... sentences (ellipsis)
•
Paragraphs which don't always have a clear aim
•
Direct (6) ...
•
(7) ... style
•
Question (8) ...
•
Contractions
A You placed an order with an online shop. One item
was missing from the delivery and you have been
overcharged for other items. You tried to phone
customer services but they didn't answer. Write an
email describing your experience and asking for a
solution.
OR
5 QUESTION TAGS Complete 1-4 in your notebook with
question tags.
6
1
You will write to me, ... ?
2
You haven't paid yet, ... ?
3
They didn't order that, ... ?
4
lt would be great, ... ?
8 Imagine that you received email B on page 40. Write
a response giving your news and answering the
questions in Adam's email.
Write 120-150 words.
Think and plan
· Task A:
ELUPSIS Add words to 1-4 to make complete questions
in your notebook.
Think about the details and prices of the products
which you ordered. Then think about the details of your
communication with the company.
1
Anything happening over there?
Task 8:
2
Any news?
3
Seen any good films lately?
4
Need a hand with your homework?
Read email B again. Have you got any interesting news
for Adam? Do you want to change any of your answers
from exercise 8?
Write and check
7
KEY PHRASES Complete the Key phrases in your
notebook.
IIIW!!!!IIJ.Ir-----~
'~~
Dear Sir or Madam
writing (with
reference) to ...
1 (1) ... be grateful if ...
1 would appreciate it if ...
1 loo k forward to (2) ...
from you.
.1 look forward to your
: reply.
Best (3) ... , 1 Yours
sincerely, 1 Yours (4) ... ,
1 am
Hey ...
Good to (5) ... from you.
You were asking
about ...
Any news?
What about you?
(6) ... in touch .
Take care.
Write a rough version of your email using notes from
· your plan. Then check these points and write a neat
version.
TaskA:
• Do your paragraphs have clear aims?
• Have you asked for a solution?
• Have you used a formal style?
Task 8:
• Have you used new paragraphs when yo u change
the subject?
• Have you included question tags and ellipsis? .
Skills Extra
Listening Minimalists
1
IJI
Look at the photos and discuss the questions.
1 What are the similarities and differences between the
photos?
2 How would you feel sleeping in each of these rooms?
Why?
3 Which room would you describe as being minimalist?
4 What benefits can we get from living with fewer
things?
2 4.)) 1.24 Decide what the key words in questions
1-10 are. Listen to the three extracts about
minimalism twice and choose the correct answers.
What is true about the first speaker?
A He was a shopaholic until his mid-30s.
B He's always been a minimalist.
e
He was bitten by an insect in his mid-30s.
2 When the speaker felt depressed, he would ...
A try on all the clothes in his wardrobe.
B go shopping.
e
3
cut the labels off clothes.
What did the speaker's family have in common with
Joshua Fields Milburn's family?
A They didn't have much money.
B They never struggled financially.
e
His mother was successful but poor.
4 The first thing the first speaker did to become
minimalist was ...
A sell the majority of his belongings.
B stop worrying about money.
stop buying unnecessary things.
What kinds of things does the second speaker keep?
A Things that are easy to clean.
B Things that are of great value to her.
e Things to distract her.
According to the second speaker, what is the problem
with owning 'useless things'?
A They encourage us to lie around.
B They are hard to control.
e They monopolize our time.
Which of the following does the second speaker not
mention as a benefit of minimalism?
A Earning more money.
B Being calmer.
e Enjoying life more.
Who gave the third speaker a book?
A Joshua Becker.
B A minimalist friend.
e A friend who isn't a minimalist.
What was his reaction when he received the book?
A Positive.
e
5
6
7
8
9
B Negative.
e
i
Negative and then positive.
1O The third speaker still uses the internet ...
,1
A to chat on Facebook.
B at home and at work.
e only at work.
1
Complete all activities in your notebook.
1 Describe what you see in photos A-E. Which aspects
of island life do the photos show?
2 Check the meaning of the words in the box and
complete 1-8 in your notebook.
albatrosses
ancestors beach debris
islands lifeline peril
ecological
a
lt's the paradise that modern day Hawaiians' (1) ...
discovered. He re, the ocean is people's (2) ....
b This is Kamilo Beach, on the big island of Hawaii.
Currently it is in the running for* the title 'The dirtiest
(3) ... in the world.'
e As it exists now, the Hawaiian chain is under dire
threat from tonnes and tonnes of marine (4) ... of all
descriptions, causing every type of (5) ... harm.
d These are plastic items discovered in the corpses of
dead (6) ... found on the island.
e These tiny (7) ... are offering up a warning for the rest
of the world, a warning that can only be ignored at
our (8) ....
*in the running for: the possible winner of a prize
3
O Watch the video and check your answers to
exercise 2.
4 • Write true or fa/se for sentences 1-5 in your
notebook. Then watch the video again and check
your answers.
1
2
Hawaiians can control the problem of plastic waste.
Some of the marine debris comes from the Pacific Rim,
but most comes from the Hawaiian islands themselves.
3
Half of all the plastic breaks down and doesn't stay in
the environment.
Only birds and mammals ingest the plastic as it
degrades.
4
5 Albatrosses assume that anything floating on the
surface of the ocean is edible.
5 • Imagine that you live in Hawaii and want to
make the world aware of the problem featured in
the video and its causes. Work in groups and follow
the instructions.
•
Think of two or three images from the video which
you would use in your campaign.
•
Think of a slogan and a short message about the
problem.
Think about where and how you would distribute the
images and message.
•
•
Compare your ideas and choose the best ones.
Skills Extra lessons
Vocabulary Society, phrasal verbs, crime &
justice
Grammar Conditionals, wishes & regrets
Speaking Reaching an agreement
Listening Multiple choice
Writing A discussion essay
Itif'&¿~rc~t@fit Introduction Utopia
Lead in
Vocabulary Society
1 •
2 Read the text and complete it with the words in the
boxes in your notebook. What aspects of More's
Utopia impress you most and least?
Discuss the questions.
1 What are the best and worst things about your
country?
2 Can a government make a better society? How?
3 Are we more or less civilized than we were ín the past?
In what ways?
3 Copy and complete the table in your notebook with
blue words from exercise 2. Then add suffixes to the
words in the box to form new words.
capital child educate friend govern
innocent king mature victor
adj or noun + -ity
commune
( 1)
noun + -y, -ry, -ary, -ory
slave
(2)
noun + -hood
neighbour
(3)
adj, verb or noun + -dom
free
(4)
adj or noun + -ism
social
(5)
noun + -ship
owner
(6)
verb + -ion, -tion, -ation
tax
(7)
verb + -ment
employ
(8)
verb or adj + -ance, -ence
tolerate
(9)
4 ~ Imagine that you can change your society.
Make notes about five of the points below in your
notebook. Then exchange opinions.
6 ~-)) 1.25 Read the questions. Then listen again and
choose the correct answers.
For Robín Wiszowaty, what is the main advantage of
living in a small community?
•
Who governs?
A People help and think about each other.
•
Who votes and when?
8 People are not wasteful.
•
Slavery?
•
New laws?
•
Freedom of speech 7
e There is respect for old people.
2 What do the speakers say about older people in the
Maasai tribe?
•
Communism? 1 Capitalism?
•
What are fair taxes?
•
•
A welfare state?
lmproving education 7
•
Making happier communities?
A They teach people in their community about
respect.
8 They help when people disagree.
e
They have learned the laws.
3 Why did Joseph walk 80 km 7
A He had to go to boarding school.
8 He was on holiday with his family.
e
4
His family had moved and he had to find them.
How did Joseph pay for his flight to the USA?
Listening
A He had to sell cows.
5 ~-)) 1.25 Read the information about the radio
programme. Then look at 1-8. Which society do you
think the sentences refer to? Write North America,
Maasai or 8oth for each sentence in your notebook.
Then listen and check your answers.
e
1
2
Life can be hard.
Old people are a very important part of society.
3 Wealth makes people wasteful.
8 He won a scholarship.
His tribe paid as a group.
5 What point does Joseph make to his students?
A They need to work in order to succeed.
8 Life is harder for the Maasai.
e
People in modern societies are lazy.
7 ~ Discuss the questions. Explain your opinions.
4
Animals are people's wealth.
1 Would you like to live in a place where nobody is a
stranger?
5
Everyone has easy access to education.
2
6
7
Families are nomadic.
People live happily without mobile phones and
laptops.
lf you're lazy, you won't get anywhere.
8
3
4
How would yo u entertain yourself if you didn't have a
mobile phone or laptop?
Do you think it's true that if we had less, we'd
appreciate things more?
ls it true that in modern society, if you're lazy you can't
succeed?
5 Do you ever wish that life was more simple?
Listen
On Talkíng Books tonight:
Facíng the Lían - Joseph Lekuton,
Maasai Mara warrior, left his tribe in
Kenya when he won a scholarship to
an American university.
And:
My Maasaí Lite - Robín Wiszowaty left
suburban Ganada to live with a Maasai
tri be.
Presentar Michael Monsell and the panel
compare and discuss the experiences of
tti'e two authors.
Reading Alternative lifestyles
1 • ~t>> 1.26 Look at the title of the text. Discuss
questions 1-4. Then read the text. Does it give any
answers to the questions?
5 Find words or phrases in the text with the following
meanings.
1 looked for or tried to obtain (paragraph A)
2 came together or went somewhere in large numbers
(paragraph B)
Why do you think that people wanted to live in
communes in the 1960s?
2 What rules do you think they had in communes?
3 What do you think were the advantages and
disadvantages of living in a commune?
4
with a powerful and attractive personality
(paragraph C)
4
basic structures built for protection against the
weather (paragraph D)
Why might a commune fail?
5 whose ideas are most accepted (paragraph E)
something which is very difficult to achieve
(paragraph F)
2 Complete the sentences in your own words in your
notebook using information from the text.
1
2
3
4
3
6
Greed and selfishness ...
The music scene and the hippies' values ...
The idea of communities sharing resources ...
Vocabulary Phrasal verbs
People worked hard on The Farm, contrary to ...
6
5 'Farmies' were able to buy extra supplies by ...
Find the words in the box in the text and match
them with definitions 1-8 in your notebook.
come up against hand over move out
put up set off set up share out spring up
3 Choose the correct answers.
The hippies thought that mainstream society ...
2
3
4
A was unfair.
B encouraged people to share more.
e didn't help the homeless enough.
People followed Stephen Gaskin beca use ...
A they were obliged to.
B he led the caravan.
e he was an influential character.
The writer of the article thinks that ...
A hippie communes influenced the current generation.
B hippies can change the world.
e sustainability is nota hippie ideal.
Read the Key exam task and choose from options
A-D in the example questions.
• Decide what type of word you are looking for.
Example 1 grew and deve!oped successfully
(paragraph A) is:
A a noun.
B a verb.
e
start a journey
2 give something to someone officially
3
divide something between people
4
leave your home (forever) for a new home
5
6
7
appear or develop quickly
be faced with or opposed by something
establish 1 start something
8 build or erect something
7 Complete the sentences in your notebook with the
correct forms of the phrasal verbs in exercise 6.
1 You're not being fa ir with those sweets, George ....
them ... to me and 1'11 ... them ... properly.
2 1was sad when we ...... financia! problems and we
had to ...... of the house in London.
3 My parents had ...... a new business on the coast,
and as we ...... on our new adventure, 1 felt excited.
4 New apartment blocks seem to be ...... everywhere at
the moment, and it's amazing how quickly the builders
... them ....
an adjective.
Pages 108-109 IJX~~
D an adverb.
• Read through the text and underline possible
synonyms which are the corred part of speech.
• When you've chosen a synonym, replace it with the
word or phrase in the exam task. Check that it makes
sense in the text.
Example 2 grew and deve!oped successfully is a
synonym for:
A rejected.
e competed.
B blossomed. D sought.
8 •
Discuss the questions and explain your answers.
1 lf yo u had been young in the 60s, would you have
been part of the hippie movement?
2 After reading the text, what do you think are the
advantages and disadvantages of living in a commune?
3 Are you surprised that The Farm didn't survive as a
commune?
Page<118
A In San Francisco in the 1960s, a colourful revolution
was in the air. The hippie * movement blossomed
there as young people became disenchanted with the
government, the war in Vietnam and the materialistic
values of society at the time. They rejected the greed
and selfishness of capitalism. For them it seemed
morally wrong that sorne people lived in mansions
while others were homeless, and that people competed
with each other rather than working together. Hippies
sought a more sharing, peace-loving and spiritual way
of life.
The hippie movement reached its peak in the summer
of 1967, with events like the Monte rey pop festival.
In the song 'San Francisco', Scott McKenzie sang 'if
you're going toSan Francisco, be sure to wear sorne
flowers in your ha ir', and an estimated 100,000 'flower
children' flocked to the city from all over the world,
attracted by the psychedelic music scene and the
hippies' values of peace, love and freedom.
In the following years, many West Coast hippies headed
for other parts of the USA to set up communes,
inspired by the idea that communities should share
their resources. One group of 320 people, led by a
charismatic English professor called Stephen Gaskin,
set off in a caravan of old school buses, vans and
trucks. Putting together the money they had, the group
bought ruralland in Tennessee, and the commune they
started became known as The Farm.
Membership of The Farm meant that you had to accept
Gaskin as leader, sign a vow of poverty and hand over all
money and possessions to the group. 'Farmies', as they
sometimes called themselves, lived in their buses or put
up tents or shelters. Later they built homes which often
housed ten or twelve families each. Vegetarianism was
compulsory and alcohol was banned. Clothes were all
second-hand, and if you wanted a car, you borrowed one
from the car pool.
40
45
50
55
60
E Hippies have often come up
against prejudice from
mainstream society, who
think they are workshy, but
everybody worked hard on The
Farm; teaching, painting, farming
or looking after the animals, vehicles
or the store. lf you didn't work, you were
asked to leave. Sorne people did odd jobs in the nearby town
to earn money for extra supplies, like sugar and oil, which they
shared out equally. They taught themselves to work the land and
mainly ate what they grew.
F
In the mid-70s the Farm was home to 1, 500 people, but they
were living below the poverty line and surviving on the equivalent
of less than one dollar a day was a struggle. In 1983 residents
voted to give up the communal experiment and many moved out.
The exodus left fewer than 300 people on the farm and about
170 remain today, living happily but working for themselves.
G Though few of the hippie communes still exist, their legacy
remains. Large numbers of people are again choosing alternative
lifestyles in eco-villages, cooperatives and other types of
'intentional communities' which are springing up around the
globe. Despite the different names, these communities echo the
hippie commune ideals of peace, sharing and sustainability. The
hippies wanted to change the world, and who knows, maybe their
grandchildren will finish the job.
* Hippie comes from the word 'hipster', which was the na me
given to someone who was 'cool' in the 60s.
(Revising) Irregular verbs
thesever~s
' Write the past simple forms of
and cheS\
• your answers in the text. Then write the past participles
· and check your answers on pages 150 and 151.
build buy eat grow lead leave put up
seek set off sing teach
~~~;~:ti&[~@(j Grammar Conditionals, wishes & regrets
Practice
A AS LONG AS, EVEN /F, PROVJD/NG THAT, UNLESS
ehoose the correct forms. Then translate the
sentences in your notebook.
1
1 1 wouldn't live there even if ...
2 The teacher will understand providing that ...
3 We wouldn't have done it unless ...
4 Society functions as long as ...
1 Communes fail unless 1 as long as everybody works.
2 She always works even if 1 providing that she's ill.
3 We'll help providing that 1 unless you pay us.
4 We can build as long as 1 unless we have the money.
A it had been necessary.
B people obey the laws.
B eONDITIONALS Match 1-4 with A-D in your notebook.
Which type of conditional is each sentence? Why isn't
there a comma in sentences 1 and 4?
1 wouldn't
e
the government hadn't seen it.
D you paid me.
E you've gota good excuse.
be happy if 1 didn't have a laptop.
2 lf you're lazy, you won't get anywhere.
3
lf the population grows, people go to colonies.
4
1 would
2
have been a hippie if l'd lived in the 60s.
CONDITIONALS WITH MODALS ehoose the correct
words in 1-4. Then answer A-D in your notebook.
1 lf you'd lived here, you won't 1 might have enjoyed it.
2
1 could 1 can
A What type of conditional is each sentence?
B Can we use wi/1 and would in the if clause?
e Can we use modal verbs in both clauses?
D Can must 1 can follow wi/1 1 would?
D WISHES & REGRETS look at the examples and
answer the questions in your notebook.
1could fly.
B lf only she'd stop singing!
A
e
3
1 wish
1wish we hadn't left the commune.
D lf only l'd been born in the 1960s.
Which sentences describe:
A a regret about the past?
B a desire for the present?
2 Do we use would or could to tal k about:
A an ability which someone doesn't have?
B an annoying situation which we want to stop?
Note: we don't use would to tal k about our own
situation.
l vv'is!J l ~vouidfl 't :more. K
1wish 1 didn't snore.
4.)) 1.27 . . SPEAKING & LISTENING OPTION Ask and
answer the questions in exercise 2. Then listen to
people doing the exercise. What are their answers?
live in a tent if 1 had to 1 would have to.
3 lf society is sick, we'll must 1 have to cure it.
4 You should go to the party if you wi/1 be able to 1 can.
Decide if the events in 1-6 are probable or
hypothetical. Then write the questions in your
notebook using the first or second conditional.
1 money 1 not exist 1 what 1 we 1 do?
2 what 1 yo u 1 do 1 you go out 1 this weekend?
3 yo u 1 old enough 1 yo u 1 vote in the next election?
4 president 1 walk 1 into class 1 what 1 yo u 1 say?
5 yo u pass 1 your exams 1 what 1 yo u 1 do?
6 who 1 you 1 invite 1 for dinner tonight 1 you 1 live 1 in
Hollywood?
A A hypothesis about something which didn't happen.
B Something possible and probable in the future.
e An imaginary or improbable event in the present or
future.
D A factor something which is always true.
e
Match 1-4 with tour of A-E. Then rewrite 1-4 in your
notebook with new endings. Use your own ideas.
4
look at the example. Then rewrite 1-5 in your
notebook using the third conditional.
Rome had a strong army. lt invaded other
countries.
t..f 'l<o~tte.
1
h?~dl'l + ht:!d
h?~ve. il'lV?~de.d
?!
s+ro11.1J
?!rrt.l.tjJ
i+ would11. 1+
o+he.r cou~t+rie.s.
1 A giant asteroid hit the Earth. Dinosaurs became extinct.
2 A lot of African Americans lived in freedom because
President Lincoln banned slavery.
3 Hitler carne to power. The Second World War started.
4 European countries exploited their colonies, so many
African nations suffered poverty.
5 Many communist governments changed in the 1990s
because their citizens protested.
--~·:·;~
•
• • • • •••• • • • • • • • • • •
••••••• • • • • • • • • • •
•
7 Express sentences 1-6 as wishes or regrets in your
notebook. Use 1 wish or if only.
5 . . Complete the sentences in your notebook with
your own ideas using different types of conditionals.
Then compare your answers.
1
2
3
4
5
6
1 1 think l'm probably free at the weekend. lf ...
2 l'm really glad that 1 met you. Just imagine- if ...
3 1 didn't win the lottery this weekend. lf ...
4 1 think we're going to go to the USA on holiday. lf ...
5 lt's a pity l'm not invisible. lf ...
6 Fortunately 1 wasn't born in the Stone Age. lf ...
6 Complete the sentences in your notebook with five
of the words and phrases in the box.
8 Rewrite the sentences in your notebook. Include the
words in bold.
be able to been able to can could
couldn't have to might have
2
3
4
5
Our neighbours are noisy.
1 can't vote in the next election.
We don't live in a fair society.
My brother won't stop annoying me.
1 didn't listen to my friend's advice.
She didn't know their customs when she travelled
there.
2
We ... try to stop corruption if we want a better
society.
lf 1 hadn't practised, 1 wouldn't have ... play in the
concert.
People ... live in safety if there weren't any laws.
You ... won the prize if you'd entered the competition.
People won't ... go to university if all the courses are
online.
3
4
5
6
You won't have a place in the commune if you don't
work. (providing that)
lt wouldn't have been fa ir if you hadn't shared.
(unless)
1 arrived late so 1 missed the meal. (if)
1 feel bad that 1 didn't visit my grandfather. (wish)
You can put up the tent if there's space. (as long as)
They didn't like the place, so they moved on. (if)
9 Choose the correct words to complete each quotation in your notebook.
1wt:r~ /'el~a/rltiat , , ,
1
2
3
4
5
6
7
'lf everyone wi/1 demand 1 demanded peace instead
of another television set, then there 1 there'/1 1 there'd
be peace.' (John Lennon, songwriter)
'lf 1wou/d 1 had asked people what they wanted, they
would say 1 have saíd faster horses.' (Henry Ford,
founder of Ford Cars)
'1'11 try 1 tríed anything once, twice if 1wí/1/íke 1 would
líke 1 líke it, three times to make su re.' (Mae West,
actress)
'1 wish 1wí/1 1 would 1 could shut up, but 1can't and 1
wi/1 1 won't 1 wouldn't.' (Desmond Tutu, rights activist)
'1 1 1'/llet you be in my dreams if 1can 1 could be in
yours.' (Bob Dylan, songwriter)
'lf a free society cannot he/p 1 have helped the many
who are poor, it cannot 1 could not save the few who
are rich.' (John F. Kennedy, US president)
'Nothing will work un/ess 1 provided that 1 if you do.'
(Maya Angelou, author)
'What a wonderful lite l've had! 1 only wish 1realíze 1
1'11 reª/ize 1 Fd r~glizedit §OOner.' {Sidonie Gabrielle
Vocabulary Crime & justice
1 Read the text and match eight of
the blue words and phrases to
definitions 1-8 in your notebook.
Why do you think that teen courts
are successful?
2
Copy and complete the table in your notebook with the blue words
or phrases from the text. Then add the words in the box. Which
court procedure is also a punishment in the text?
a life sentence a suspect arrest sb burglary dismiss a case
mugging murder police officer reach a verdict send sb to prison
times when someone is not allowed
to leave their home
2 people who saw something happen
and can give evidence
3 violent or noisy behaviour in public
4 groups of people who listen to court
cases and decide verdicts
5 person in court who has authority to
decide a punishment
6 places where criminals are judged
7 say that you committed a crime
8 say officially what punishment
someone will receive
Crime
Punishment
People
Police and court procedures
3 . . Complete the questions in your notebook with words or phrases
from exercises 1 and 2. Then ask and answer the questions.
1
2
3
4
What do yo u think of the idea of teen ... ?
Would yo u like to do ... ? Why 1 Why not?
Which of these crimes are most and least serious? ... , ... , ... and ....
What kind of thing do people have to do if their ... includes community
service?
5 Would yo u prefer to be a judge, a ... ora ... ?
6
Have there been any court cases in the news recently? What were the
crimes? Was anybody sent ... ?
Jlft~~J''
and defence lawyers arefl9t
necessary. An adult judge ·
supervises proceedings but ·. ·
tends not to interfere.
Pages 108-109
ID~~~
.
•
4
5
.. ••••
• • .....-.w.-.v.-.
•. •. •. •. • •. •. •. •. •.
·~·:·:~
•
• • •• • • • • • • • • • • • •
•
. .. ..
.
G•U 1.28
Speaking
Oc.)) 1.28 ~ Watch or listen again and discuss the
7 Look at the three cases. Decide a punishment for
each and be prepared to explain and justify your
decision.
Watch or listen toa re-enactment of a
case in a teen court. What was the crime and what
punishment did the jury decide to give?
questions.
2
3
4
5
How has Paul already been punished? Do you think
he's been punished enough?
How do you think that Paul feels now? Why?
Does he say that he would act differently now? How?
Do you believe what Paul says?
Do you agree with the jury's final decision? Why 1
Why not?
Thirteen-year-old Pauline admitted
stealing a pair of sunglasses from a
shop. She wanted to get a present
for a friend, but had no money. It's
her first offence.
Pronunciation Linking
6
O •U 1.29 Listen to the Key phrases and focus
on the sounds of words which link together. Then
practise saying the phrases.
WV1.a+~Jo ljOll +!-ti.,.k?
/wot dg ju 9Il)kl
Fifteen-year-old Bradley was
arrested and pleaded guilty to
disorderly conduct. After an
argument with his neighbours,
he woke them several times in
the night by playing loud music
outside. He was also caught
spraying graffiti nearby. It's his
second offence.
What~do you think?
Well, in mLopinion ...
Yes~l know~what~you mean, but
We mustn't forget~that. ..
We also have to consider the fact~that..
So~we~agree that ...
Do~we~agree~on thaCthen?
Fourteen-year-old Madison
admitted underage drinking when
she was found with alcohol at
school. She is having problems at
home and is known to be a bully at
school. This is her first offence.
Find a video which introduces a teen court in a
town or city in the USA such as Allen City or
City of Plano. OR Find CCTV videos of 'stupid
himinals'. Describe what happens in the video.
8 ~ Compare your opinions about the punishment
for each case and try to reach an agreement. Use
sorne of the Key phrases.
Page 117
Writing A discussion essay
Model text
Writing skills A discussion essay
1 Read the model text and answer the questions in
your notebook.
3
STRUCTURE Look at the structure of the model text
and answer the questions in your notebook.
How many paragraphs are there in the model text and
what is the purpose of ea eh?
1 Why is the writer optimistic? Explain in your own
words.
2 How does the writer explain inequality?
3 What's the writer's final opinion about the question in
the task?
2
How many points does the writer make in each of
.
paragraphs 2 and 3 of the model text?
3
Which of the following are good things to do 1n your
opening paragraph?
A Rephrase the question.
2 Answer the questions in the Text analysis in your
notebook.
B Say what the situation is now.
e
Give your personal opinion.
o
Give two balanced opinions.
E Say that there are arguments both for and against.
F Say something that will happen in the future.
E!!!'~$0º1e1y could never exist. There is no such thing
!I"Et'll~avE~r
will be.' Discuss.
ce~.rt<nrc welive in a world where there are different types of society. These
oftenfunction very well, but there are also problems and imperfections. The
question is, wíll we ever be able to create a perfect society?
~~~.~~~~~j~~. we should be optimistic about creating a better society.
Looking back through history, there have been great civilizations which have
left a legacy of culture, laws and systems of government.
our
quality of life has improved over the years, and society has a strong base
which it can build on.
3
the progress which we make over time, human
beings often act as individuals who only want the best for themselves or their
own social groups rather than society as a whole.
there have
always been wars, there has always been poverty and there has always been
inequality.
it appears that human nature doesn't seem to change
much over time,
a lot of the problems that societies have faced in the past
are still problems today.
4 On balance 1
believe that, even though we are making progress and
we may want to create a better world, it will be impossible to have a perfect
society whilst humans themselves are imperfect.
Paragraph 1
Which of these things does the writer
do in this paragraph?
A Agree or disagree wíth the
statement in the task.
Paragraph 2
Paragraph 3
2 Are the commas in this paragraph
used for pauses or for lísts?
3 Which two words or phrases can
replace As a resu/t, in the text?
4 Which three words or phrases can
B Talk about the present situation.
A Therefore
e
e Rephrase the statement in the task.
B Despite this
D As
So
replace In addition in the text?
A Moreover
D What is more
B Nevertheless
E Therefore
e Also
Paragraph 4
5 Which phrase introduces an opiníon
and how could you replace it?
4 FACTS & RESULTS Complete 1-3 in your notebook
with information from the.model text.
When you're planning and writing a discussion essay,
it's a good idea to think of some facts and consider their
consequences 1 results. For example:
Result 1
Consequence
Fact
Advanced civilizations have existed
in the past.
2
People haven't changed.
3
What does Ellie say about modern life?
3
Who is persuaded to change their mind?
Writing
Task
5 liNKERS Copy and complete the table in your
notebook with the ~ words in the text. Then
think of more linkers to add to the table.
1
1 Who thinks modern society is simpler?
2
10 Follow the steps in the Writing guide.
lndividuals are selfish.
Adding points
9 c.)) 1.30 USTENING OPTION Listen to John and Ellie
discussing the questions in exercise 7 and answer 1-3.
Result
Contrast
A 'Life was simpler and easier in the Stone Age than it
is in modern societies.' Discuss.
OR
B What are the advantages and disadvantages of prison
as a punishment?
Write 120-150 words.
Think and plan
Pages 120-121
6
KEY PHRASES Complete the Key phrases in your
notebook with words from the model text.
lf you are doing task A, decide whether you agree or
disagree with the statement. Do you agree 1 disagree
with all of it or part of it?
lf you are doing task B, think of the advantages and
disadvantages of prison as a punishment.
2 Look at the paragraph plan and make notes. lf you
are doing task A, use your answers from exercise 7.
Discussion essays
On the one 1 other hand, .. .
These (1) ... 1 Nowadays, .. .
The question is ...
lt seems 1 appears that ...
(2) ... balance ...
1 therefore think 1 (3) .. .
One advantage is that .. .
Another thing to consider is that ...
Speaking Preparing to write
7
Look at task A in the writing guide and prepare
answers for 1-6 in your notebook.
1
How is modern society different from primitive
societies?
Paragraph 1: lntroduction
What's the situation today?
What question will this essay answer?
Paragraph 2: One si de of the argument
In what ways is the statement true?
OR
What are the advantages?
Paragraph 3: The other side of the argument
In what ways is the statement not true?
OR
What are the disadvantages?
Paragraph 4: Conclusion
What is your personal opinion? Why?
Write and check
Write a rough version of your essay using notes from your
plan. Then check these points and write a neat version.
2
What would life have been like in the Stone Age?
• Are your arguments clear?
3
In what ways was life simpler then?
4
What are the problems with modern society?
• ls there a logical connection between the facts and
the consequences 1 results which you describe?
OR
Are the advantages and disadvantages clear?
5 What are the advantages of modern society?
6
How can we improve modern society?
• Have you included linkers and used them correctly?
8 ··~Compare your answers to the questions in
exercise 7.
• Have you used commas to indicate pauses?
n
Lyrics
Harry McCiintock: 'In the Big Rack Candy Mountains'
1 • Read the Context. Then think of three things
which might be in a 'hobo heaven'. Compare your
answers.
2 • Complete the lyrics with the words in the box
in your notebook. Check the meaning of any words
which you don't know. Then compare your answers.
day
eggs fall fountains hay night
sings snow tin trees work
3 Look again at the lyrics and find 1-5.
1 The type of weather which a hobo would like.
2 The type of food that a hobo might eat while travelling.
3 What a hobo would like to find in the vegetation,
other than food.
-
This is an extract from a song which was first recorded by Harry
McCiintock in 1928. lt describes what paradise would be like for a
'hobo'. Hobos were poor, often homeless migratory workers, who
travelled around the USA looking for employment. They travelled
illegally in the boxcars (freight wagons) of trains.
McCiintock himself had been a hobo and knew what it was like
to travel around the country in boxcars, sleep in barns and be
stopped constantly by the police. The song was probably based
on other folk songs of the time, such as 'Hobo Heaven'. lt has
been sung by many different artists over the years, and there are
several versions online.
*Giossary
head for- go towards
candy- sweets
handouts- money given by
the government
4
cops- poi ice officers
ain't- is not
jerk- idiot
fali- autumn
What a hobo would probably avoid if possible.
5 Tools that a hobo might have to use in prison.
4 • Complete the sentence in five different ways in
your notebook. Then compare your answers.
Paraclise. is a place. whe.re. ...
Skills Extra
1 What do you already know about the Maasai tribe?
Look at the four photos. What can you guess or say
about them from the photos?
3
2
food and drink
4
3
e
Read the notes for each section of the video.
Then watch each section again and correct the errors
in the notes in your notebook.
celebrations and
tourism
O Read extracts A-D and match them with
headings 1-4 in exercise 1 in your notebook. Then
watch the video and check your answers.
A 'This has made their high-leaping dance and beaded
jewellery famous throughout the world.'
B 'The men belong to a series of age classes including
warriors and elders.'
e 'The Maasai take good care of them. Ticks are
removed, they're kept safe within the village at night,
and they're helped when giving birth.'
D 'The dancers show who they like best by tossing
their hair at her. Favourites are made and promises
exchanged.'
4 . . Work in pairs or groups. Imagine that you are
travelling to a school in Maasai land. Make notes
for a mini-presentation about your own culture
and society. Consider these questions and think of
images which you could use to illustrate them.
•
People and place
Where did people migrate from and when?
What different races or people live in your country?
What languages do they speak?
•
Character
ls there a 'national character'?
What are people like?
•
Celebrations
How and when do people like to celebrate?
•
Differences
What are sorne of the main differences between your
society and that of the Maasai?
S . . Practise your presentation and then record it
or give it to the class.
~~
111
~~;l
Vocabulary Looks, verb suffixes -en, -íjy,
-ize, describing people
Grammar Modal verbs: forms, functions &
alternatives
Listening Answerlng questions
Speaking Describíng people & photos
Writing A summary
f~Jii~!;;:S0~wf+t Introduction Fashions
Leadin
Vocabulary Looks
1 . . Discuss the questions.
2 . . Read the texts and complete them with words
from the box in your notebook. Which of the facts
are most surprising, ridiculous or sensible to you?
Compare ideas.
1 What do you think a 'fashion victim' is?
2 Do you judge people by their appearances? Do you
agree with the saying 'Don't judge a book by its
cover'?
3 Does advertising affect how we want to look and how
we think about our looks?
accessories cosmetic surgery
cosmetics fashion hairstyles label
look make-up piercings tattoos
3
~ Think of examples of 1-8 and compare your answers.
1 a model who you think is attractive
2 a fashion designer from your country
3 types of body decoration which you like
4
a beauty product which is advertised on TV
5
a fashion trend which is popular
6 a celebrity who has had cosmetic surgery
7
8
a famous person with a really bad or really cool hairstyle
an expensive designer label which you like
~iY~c;¡¡_~~;;léJ~~~P Pages 110-111 EJ~~~
6 4.)) 2.02 Read questions 1-7 carefully. Then
listen again and write answers in your own
words in your notebook.
1 When people's faces went black because of
lead in make-up, what did they do?
2 When did people stop wearing lead
make-up?
3
Why was it not usually a problem for rich
people to wear crakows?
4
Why did the knights cut off the ends of their
crakows?
5 Why did some corsets cause interna!
4
~ Complete the questions in your notebook with
appropriate forms of blue words from exercise 2. More
than one answer may be possible. Then ask and answer the
questions.
What kind of ... do yo u like?
2 Which ... are popular now?
3 What do yo u think of the price of ... ?
4
5
Do men spend as much as women on ... ?
Do yo u like looking at or following new ... ?
6
Can ... be dangerous?
Listening
5 4.)) 2.02 ~ Look at pictures A-E. Say which you think were
dangerous, and in what way. Then listen to the presentation.
According to the presenters, which were not dangerous?
injuries?
How could stiff collars be dangerous?
6
7 Which two things could be dangerous to
women wearing crinolines?
8 What happened to the woman who fell from
the bridge?
..•.•.•.•.•.•.•.•.•.•.•;-;-.·.······························ . . . ...................
... :
. •• •• "
• '
• •
• •• •• •• •• ••••••••a• ••••••••• •• •
• •
• •
• •
e•
• •
• •• •e •• •• •••e• •
..............................•••
~"'"".<<io:@1:t
~
~
•
a
..
•
•
•
•
•
..
•
•
•
.....
•
(1
•
•
•
* • • • • • •
•
4 Read the text again and choose the correct answers for
1-4.
Cosmetic surgery is becoming more popular beca use ...
A more people have got birth defects.
B more people think that it's a normal thing todo.
1 What is a makeover?
Have you seen any makeover programmes?
What do you think of them?
3 What are the advantages and disadvantages of
cosmetic surgery?
2
e
A cosmetic surgery is unnecessary for young people.
B teenagers with injuries should wait to have surgery.
e your teenage years might not be the best time to have
surgery.
3 The text says that advertising ...
A doesn't change people's body image now.
... he'll feel that it was worth the pain ...
(lines 5-6)
2
... the one he had hated ... (line 7)
3
This is sometimes necessary ... (line 15)
people are richer than they used to be.
2 The text mentions doctors who think that ...
2 4.)} 2.03 . . Read the text and say what, who
or where the blue words in 1-5 refer to.
B doesn't show people as they really are.
4 ... was something which they might need ...
(lines 29-30)
e
4
... and their 'real beauty' campaigns ...
(lines 55-56)
should encourage people to be beautiful.
The text criticizes ...
A all cosmetic surgery.
B young people who have cosmetic surgery.
3 Read the Key exam task. Then complete gaps
1-6 in the text in your notebook with six
sentences from A-G. There is one sentence
you do not need.
e
the media which make society more superficial.
5 Find words or phrases in the text with the following
meanings.
operation (paragraph A)
Missing sentences
A Once it was for the rich and middle-aged, but
not now.
B Unfortunately, many of those watching were
young.
e Each person discussed how they'd like to
change, and the 'experts' gave opinions.
D He'll feel like a massive weight has been lifted
from his shoulders.
E They also say that it has caused a general fall
in self-esteem.
But in what era exactly did this obsession start?
TV trends are also changing, and makeover
programmes are not so popular.
improvement (paragraph B)
5
evoked or suggested an idea (paragraph D)
6 organized sets of activities with a planned 1 desired final result
• Look at pronouns and other referencing
words in the missing sentences. Think about
what, where or who they might refer to.
• lf the exam paper gives you an extra
sentence, check that the sentence you leave
at the end doesn't fit into the text.
in many places (paragraph B)
3
4 shown (paragraph C)
• Read through the list of sentences and then
read through the text.
• Choose a sentence for one gap ata time.
• When you have finished the exercise, read
through the text again to check that it makes
sense with the added sentences.
2
(paragraph E)
Vocabulary Verb suffixes: -en, -ify, -ize
6
Find verbs in the text which are formed from these words.
1 critic (n)
2 flat (adj)
3 horror (n)
7 . . Add the suffixes -en, -ify or -ize to the words in the
box and complete questions 1-6 in your notebook with
the verbs you have formed. Then ask and answer the
questions.
beauty
dark just
smart
special
sympathy
1 lf you were a surgeon, what would you like to ... in?
2 lf your ha ir went white, would you ... it?
3
Do you think the man could easily ... spending $4,000 on a
new nose?
4 What are the cheapest ways that people can ... themselves?
5
Do you ... with people who have had problems with cosmetic
surgery?
6
Do your parents ever ask you to ... yourself up? When?
~--Pages110-111 -~~~
a-·Page117
e
.......
Reading Cosmetic surgery & the media
1 . . Look at the title of the text and the
photos. Discuss the questions.
5
•
•
As soft music plays in the operating theatre, the surgeon
works calmly and carefully. The procedure takes about 90
minutes and when the patient wakes up he'll be sore. He'll
also be about $4,000 poorer when he leaves the clinic.
s However, in a few weeks he'll feel that it was worth the
pain and the money when he looks in the mirror and sees
a perfect nose, rather than the one he had hated for so
many years. (1) ...
Cosmetic surgery is a boorning business. (2) ... These days
it is more popular and more widely available than ever
before. Opinion polls indicate an increasing acceptance of
cosmetic surgery as part of normallife. One survey found
that nearly 50% of young women in Britain were going
to have cosmetic surgery in the near future. Teenagers too
are 'going under the knife'.This is sometimes necessary for
birth defects or injuries, but many procedures on undereighteens are simply 'beauty enhancement'. Sorne doctors
criticize parents who allow youngsters to change their
bodies while they're still growing. They suggest waiting a
while before reducing, enhancing or flattening proportions
which rnight be naturally different in a few years anyway.
The boom in cosmetic surgery also horrifies sociologists,
who think that our preoccupation with beauty rnight be
a sign that society is becoming more superficial. (3) ...
Certainly, body image is under attack from the perfection
portrayed in advertising by the fashion and beauty
industries. Television has also played its part. In
particular, a number of reality TV series convinced
their viewers that a makeover was something
which they rnight need and which they needn't
feel guilty about. (4) ...
The names of those programmes resonated
with prornise: The Swan, Ten Years Younger,
Make Me Peifect. Poland's frrst surgery show,
Make Me Beautiful, attracted 100,000 applicants
for the first series, and one of the most
successful progranrrnes, Extreme Makeover, was
shown in 30 European countries. Each episode
introduced participants and discussed their
'defects'. (5) ... Then carne the transformationa makeover usually involving multiple surgical
procedures, new teeth, designer clothes and a lot
of make-up. The climax revealed the transformed
protagonist, as their amazed friends and farnily
applauded. Sorne makeovers were truly amazing, and
showed how cosmetic surgery could make people
happy. What the media sometimes ignored was the sadder
side of the beauty business. Cases, for example, like Muriel
Bessis, who had eleven operations and years of problems.
Because of poor quality surgery, Muriel couldn't close her
ey~s for a year and had to sleep with her eyes open.
·'!.·
Fortunately there is currently a trend in the media to
be slightly more realistic about looks and beauty.At
least one cosmetics company now includes models
of a1l shapes and sizes in its adverts, and their 'real
beauty' campaigns have been hugely successful. (6) ...
In an ideal future, the media message would be that
although none of us are perfect, we are perhaps more
beautiful than we think. Until that happens people
will continue to have surgery which they don't really
need and which they can't really afford.
Complete the verbs and phrases with
prepositions. Then check your answers in the
text.
an acceptance (1) ...
necessary (2) .. .
a boom (3) .. .
a preoccupation (4) ...
be under attack (5) ...
feel guilty (6) .. .
resonate (7) .. .
be realistic (8) .. .
•
~
..
..
..
ir
*
..
..
lt-
..
t;
,.
..
Grammar Modal verbs: forms, functions & alternatives ·
Practice
A FUNCTIONS OF MODAl VERBS Complete groups 1-8
in your notebook with the words in the box. Then
write one example sentence for each group.
1
Complete the sentences in your notebook with the
words in the box.
can't (x2)
be able to can can't have to
may mustn't needn't ought to
1 Prohibition: can't, ...
2 Permission: ... , be allowed to
3 Abilíty: can, could, ... , managed to
4 Obligation: must, ... , need to
5 No obligation: don't have to, ...
6 Advice: should, ... , had better
7 Possibility: ... , might, could
8 Deduction: must, ... , could (not)
2
3
4
5
6
8 ABILITY, PERMISSION & PROHIBITION
1 Which of sentences A-D refer to permission 1
prohibition and which refer to ability?
2 Which refers to one particular effort in the past?
3 Can you substitute can or cou/d for any of the blue
phrases?
A 1 won't be allowed to have a tattoo.
B l've never been able to grow a beard.
e We finally managed to get a ticket.
D You mustn't open the door!
e
ADVICE
1 Which of sentences A and B sounds like a warning?
2 What are the negative forms of the blue phrases?
A You'd better go or she'll get upset.
B We ought to watch that film, 1 suppose.
D OBLIGATION & NO OBLIGATION
1 Which of the blue verbs in sentences A-C indicate no
obligation?
2 Which sentence prohibits something?
3 What are the past forms of the three sentences?
A We have to 1 must wear a uniform.
B We don't have to 1 needn't wear a uniform.
e We mustn't wear a uniform.
2
couldn't don't have to
might should
In the future, wearable technology ... be popular.
(possibility)
You ... get a piercing. They're cool. (advice)
You ... be good-looking to be beautiful. (no
obligation)
Most people ... buy designer la beis beca use they're
too expensive. (ability)
1 ••• get a tattoo when 1 was younger. M y parents were
against it. (permission)
Wearing 50-cm long shoes ... have been practica!.
(deduction)
Look again at exercise 1 and rewrite sentences 1-6
in your notebook using the words in the box.
aren't able to couldn't may needn't
ought to wasn't allowed to
3
Correct the sentences with modals or semi-modals.
lnclude the blue words in your sentences. There are
two possible answers for each of 6-8.
1 How did you could run in those strange shoes?
2 The shop was closed so 1 wasn't manage to buy
that shirt.
3 How much am 1 allowed spend?
4 In the 60s, you could to buy more colourful clothes.
5 Sorry, but 1 won't can go to the fashion show.
6 Don't worry. You don't must wear formal clothes.
7 We haven't to go if we don't want to.
8 You'll must save so me money if you want that jacket.
4 . . Complete the sentences in your notebook with
your own ideas. Then compare your sentences.
To look good, yo u (1) don't have to ... (2) should ...
lf your clothes were made in a sweatshop, you (3) ought
to ... (4) shouldn't ...
School rules about appearance say we (5) must ...
(6) mustn't ...
E POSSIBILITY, DEDUCTION & MODAl PERFECTS
1
How can we express the opposite meanings of the
modal forms in A-C?
2 What are the perfect tense forms of the sentences?
They must be comfortable in those clothes.
She might be wearing make-up. l'm not sure.
That could cause an accident.
S ~u 2.04 LISTENING OPTION Listen to three people
doing exercise 4. Make a note of their answers. Do
you agree with what they say?
•
6 Complete the sentences in your notebook with the perfect forms of
the modals in the box and the correct forms of the verbs in brackets.
can't
2
might
must
should
shouldn't
A diamond ring! That (be) expensive.
Her hair is different. l'm not sure but she (dye) it.
3 You (watch) that makeover programme. lt was good.
4
1(buy) those shoes. 1didn't really like them.
"'
•
•••••••••••
•
•
$
~
•
•
8 Rewrite the sentences in your
notebook using the words in bold,
so that the meaning stays the
same.
lt wasn't necessary for him to have
an operation. (needn't)
2
lt's probably best if we stay here.
(should)
3 The show definitely didn't start on
5 His eyes are half closed. He (sleep) much.
time. (can't)
7 Look at the Key exam task. Complete 1-6 in your notebook
with the words in the box.
4
lt's obvious that he's a model.
(must)
5 Perhaps she's a designer. (might)
advice
certainty
future
past
possibility
present
6
l'm su re they enjoyed the fashion
show. (must)
7 1bought these crazy shoes. lt was a
mistake. (shouldn't)
Transformations with modals
Look for clues in the sentence. The red words help you to decide which
modal verb to use. lf the verb is in the past, use a modal perfect.
A l'm sure that this is the right shop.
modal = (1) ... tense = (2) . . .
lhis
r~.~.us+
be- +he- riqh-1- sflor.
B Maybe he'll change his mind.
modal = (3) ... tense = (4) . . .
He- r~.~.iqfl+ c.h~11.qe- his Mi11.J.
C lt was a bad idea for her to go.
modal= (5) ... tense= (6) . . .
She- skouiJ11. 1.f- k~ve- qo11.e-.
10
. . SPEAKING OPTION Choose
the correct verbs. Then ask and
answer the questions. Compare
opinions.
How do you think humans
might 1 ought to 1 can't look in
the future?
2
Cou!d 1 Must 1 Mustn't
disposable clothes be a good
idea?
3 What talents should 1 could 1
can you have if you want to be
a model ora fashion designer?
4 Are yo u able 1 allowed 1 ought
to have tattoos or piercings?
5 lf yo u can 1 cou!d 1 managed
spend €1 ,000 on clothes,
where would you buy them?
6 Which celebrities do you think
ought 1 might 1 can have had
cosmetic surgery?
•
•
•
•
Practical English Describing photos
Vocabulary Describing people
2
1 Complete the text in your notebook with the words in the
box. Check the meaning of any words which you don't know.
Read the information about compound adjectives
and complete 1-3 in your notebook with examples
using blue words from the text in exercise 1.
Compound adjectives
ankle length broad-shouldered clean-shaven
fair-haired fair-skinned natural-looking
scruffy-looking smartly-dressed
Compound adjectives consist of two or more words,
usually joined by a hyphen (-). There are various
patterns:
1 The most common combination of words is adjective
or adverb + (no un 1 verb) + -ed.
Examples: ... and ...
2 Another common combination is adjective + -ing
form.
trml/illllhlillifll/llifllfflt
Examples: ... and ...
3 There are various other patterns, such as noun +
• People often say that you should never judge a book by its
cover. So be nice to that (1) ... person next to you on the train.
He might be a millionaire!
noun.
Example: ...
~~!i~~@!~Wi~!~¡c Pages 110-111 10~~~
• In the USA, (2) ... women tend to earn more than dark-haired
women. On average, taller people also earn higher salaries
than people who are average height.
• Lawyers usually advise clients to come to court (3) ... , as
juries find well-dressed defendants more credible.
• In the nineteenth century both men and women dressed more
formally. Men never wore shorts and women's dresses were
(4) ... or longer until the twentieth century.
Pronunciation Compound nouns &
adjectives
3 ••>} 2.05 Listen to the examples. Which part of
each expression has a stronger stress?
Nouns
1 fashion show
• Researchers asked people to compare photos of (5) ... men
and men with beards. Women thought the unshaven men
looked older. Men thought they looked more important.
• A few decades ago, average female fashion models weighed
eight per cent less than the average woman. Today, they weigh
23 per cent less. Models in the 1980s were usually more (6) ...
and more heavily-built than models today.
• Fortunately, sorne advertisers these days are choosing
average-sized, (7) ... models.
• In the middle ages, (8) ... people in sorne cultures were
considered more beautiful because light skin was a sign of
wealth.
4
Adjectives
clean-shaven
4
2
beauty product
5 fair-haired
3
make-up
6
average-sized
••>} 2.06
Copy and complete lists 1, 2 and 3 with
the words in the box in your notebook to make
compound adjectives. Then listen and check.
Where is the main stress on each adjective?
badly friendly knee professional
shoulder 5f1tafTly sporty well
... , Stttar+ltj,
...-dressed
2
5 Write short descriptions of the people in photos A-F
in your notebook using compound adjectives from
exercises 1-4. Try to guess what occupation each
person might have.
7
Q4.)) 2.07 Write a short description of the
photo in your notebook, describing the people
and the scene. Then watch or listen. How many
words from your description do you hear?
Age: He- s rrob~biLJ ivt ftis ·h~e-vt+ie-s 1 1-ftir+ie-s, e-+c..
1
Appearance: Sfte- looks qt.ú+e- 1 r~+fte-r 1 ve-rLJ 1 vto+
ve-rLJ 1 rwlltj ...
OR Sfte- s C(tú+e- 1 r~+fte-r 1 ve-rLJ 1 vto+ ve-rLJ 1 re-~IILJ ...
1
Job: He- tttiqft+ 1 c.oúld be- ...
8
8 4.)) 2.07 Loo k atA-D and the Key phrases.
Then watch or listen again. Which strategies
from A-D does each speaker use?
A Using the Key phrases to describe peop/e.
B Giving an explanation of a word they don't know
in English.
e Using modal verbs to speculate about what
peop/e are doing or what they have done.
D Giving an opinion about the tapie or talking about
their own experience.
~<~;',f~~e
Making guesses about people and activitie~,:I~
He 1 She 1 They /ook(s) (+ adjective).
He 1 She 1 They /ook(s) like (+ noun or verb phrase).
He 1 She 1 They look(s) as if (+ verb phrase).
Judging by his 1 her 1 their c/othes 1 by the way he 1
she 1 they look(s) ... l'd say 1 l'd guess .. .
He 1 She 1 They might 1 could 1 may be .. .
He 1 She 1 They might have 1 could have 1 may have
(+ past participle) ...
Speaking
9
6
111 Compare your descriptions and ideas from
exercise 5.
Find images of and information about fashions
in the 1900s, 1920s, 1960s and 1980s.
D¡:!scribe the images which you find.
:::
111 Look at the photo below and write a
description in your notebook using strategies
and phrases from exercise 8. Then compare your
descriptions.
•
. . . .···············································.?~~~~-~~~~S~~~~~
. . ..................
•
•
•.
•.
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Writing A summary
Model text
2
1 Read and complete the article in your notebook with the
words in the box. Then read summaries A and B. Which do
you think is the best summary? Why?
behaviour
decrease
differences
improvement
sociologists
topic
Read the summaries again and answer
the questions in the Text analysis in
your notebook.
Summary A
Look at sentences 1-3. In which
paragraphs of the original text can you
find each piece of information?
2 What is the meaning of the blue words
and phrases?
3 What modal verb is in the summary?
SummaryB
4 Match three sentences from the
summary with sentences A-C. Are these
good or bad features of a summary?
1 People really started taking the (1) ... of school uniforms more
seriously in the USA after former president Bill Clinton challenged
primary and middle schools to make uniforms compulsory 'if it means
that teenagers will stop killing each other over designer jackets.' As
a result, uniforms have become far more common than before, but
teachers and (2) ... don't always seem to agree about them.
2 In schools with a compulsory uniform policy, teachers have noticed a
(3) ... in fighting and exclusions from school amongst students, who
are no longer allowed to wear gang colours or expensive, distracting
items of clothing. Teachers ha ve al so noticed a marked (4) ... in
academic performance, as students supposedly have higher
self-esteem and better focus when they are 'dressed for success' in
uniforms.
3 Despite teachers' observations, however, not everyone agrees.
So me sociologists claim that the research does not always show that
uniforms cause all these positive effects. They say that the studies
are inconclusive, with improvements in (S) ... and performance
possibly dueto many other factors.
4 Confronted with the inconclusive nature of the studies, teachers,
school governors and most parents still trust their instincts. Those
instincts say that if everyone looks the same, there are obviously
fewer (6) ... for kids to fight about. Common sense, in this case,
outweighs the research.
Summary A
The text discusses whether school uniforms are
beneficia! or not. (1) Where school uniforms
are wom, behaviour and academic results have
improved. (2) Sociologists claim that these
benefits may have been caused by other things.
(3) However, teachers' and parents' experiences
still tell them that it's better for students to wear
uniforms.
A This sentence gives unnecessary detail.
B This is a personal opinion.
C This is copied directly from the text.
Summary B
(1) The text discusses the advantages and
disadvantages of school uniforms. (2) An American
ex-president tried to persuade people that
uniforms made schools safer. (3) Teachers and
sociologists don't always seem to agree about
them. (4) According to teachers, uniforms improve
behaviour and results. (5) However, sociologists
say this may be caused by other things. (6) 1think
the argument is interesting.
•
.....
• •e
• .
...•••• •
e
•
•
••
•
<))
•
•
•
Writing skills A summary
Speaking Preparing to write
3 ... CHOOSE THE MAIN POINTS Read the cosmetic
surgery text on page 59 again. What do you think
are the main points? Compare your ideas.
7 ... Practise your summary skills. Choose one of the
reading texts from units 1-4. Make sure your partner
chooses a different text. Then ask and answer
questions 1 and 2. Use the Key phrases in your
answers.
4 Choose five main topics from A-G to include in a
summary. Which two points give unnecessary details
or examples?
What is the text about?
2
What are the main points of the text?
A More people than ever are having cosmetic surgery.
8
One person who had an operation on his nose will be
sore and poor when he wakes up.
C Society accepts cosmetic surgery as normal now.
D Doctors warn that young people should avoid
unnecessary procedures while they're growing.
E Advertising and makeover programmes have had a
negative influence on people's body image.
F The Extreme Makeovers programme was shown in 30
European countries.
G Hopefully the media will encourage us to have a better
body image in the future.
5 PARAPHRASE Read the extract. Then match
comments A-C with summaries 1-3.
'Opinion polls indicate an increasing acceptance of
cosmetic surgery as part of normallife.'
1
Cosmetic surgery is becoming accepted as normal.
2
lt seems there is an increasing acceptance of cosmetic
surgery now.
3
1think plastic surgery is more acceptable nowadays.
A
Not good. This includes personal opinions.
8
Not good. This repeats whole phrases from the text.
C Good. This is a good paraphrase of the extract.
Asummary
The text was about ...
lt discusses 1 examines 1 describes ...
One of the things it said was ...
lt al so m ade the point that ...
One thing 1remember is that ...
lf 1remember correctly ...
8 ••)) 2.08 LISTENING OPTION listen to two people
talking about two different reading texts from
units 1-4. Which text does each person talk about
and which Key phrases do they use?
Writing
9 Follow the steps in the Writing guide.
·Wfci~í;~}}
Task
Write a 50-60 word summary of one of the reading
texts in units 1-4.
Think and plan
6 EDIT ANO CHECK Complete the tips in your notebook
with your own words.
•
Check the (1) ... of your summary. lt should be about
50-60 words.
•
Check that it makes (2) ... and is logical as a
paragraph.
•
Check that it states the (3) ... points clearly.
Read the text again and make a note of the important
points.
Reduce the list of main points to between three and
five and decide what order to present them in. Think of
how you can paraphrase these points.
Write and check
Read the Key phrases again. Write a rough version of
your summary using notes from your plan. Then check
these points and write a neat version.
• Have you checked the number of words?
• Have you remembered to paraphrase?
• Does it make sense?
• Have you included all the main points?
l~lWI
~~~~
Skills Extra
Listening
Children's beauty pageants
1 Look at the picture. Where do you think the people are? How do you think they are
feeling? Why? Complete the sentence below in your notebook to show your opinion.
In my opinion, beauty pageants for children ...
2
c4>) 2.09
Decide what the key words in questions 1-8 are. Listen to the interview twice
and choose the correct answers.
Who competed in beauty pageants as a child, according
to the presenter?
A Fiona Carlton.
B Alex Wyatt.
C Chantal Jouanno.
D Fiona Carlton and Alex Wyatt.
2
Chantal Jouanno is ...
A against child beauty competitions.
B a women's rights campaigner.
e against the proposed law to ban children's pageants.
D an under-sixteens beauty contestant.
3 Fiona Carlton is shocked that ...
A beauty contests are now illegal in France.
B young people's looks are so important to their
development.
C the French government wants to ban children's
beauty pageants.
D beauty pageants for under-sixteens still exist.
4 Which word best describes Alex Wyatt's reaction to the
proposed law?
A Horrified.
B Critica!.
C Unsupportive.
D Sympathetic.
5 As a child, Alex Wyatt was ...
A average-sized with fair hair.
B heavily-built with fair hair.
e heavily-built with dark hair.
D average-sized with dark hair.
6 People breaking the proposed French law m ay be ...
A sent to prison and receive a €30,000 fine.
B fined nearly €300,000.
C sent to prison and receive a €300,000 fine.
D sent to prison for two years only.
7 What costs a lot of money, according to Alex?
A Sending parents who break the law to court.
B Dressing young children for pageants.
C Promoting more worthwhile values to children.
D Paying judges at children's pageants.
8 Who suggested French children's pageants be held in
Belgium?
A Fiona Carlton.
B The presenter.
C Michel Le Parmentier.
D Fiona Carlton and Michel Le Parmentier.
Skills Extra
~))
1
BBC Video
Style trek: Rings and things
O Look at the photos and choose the correct words to complete the text
in your notebook. Then watch the video and check your answers.
2
Q
Watch the video again and answer the questions in your notebook.
1 How many items of jewellery are mentioned in the video? Name them.
2 What happens in Jaipur every year?
3 What's the record number of piercings for one person?
Find out more about either the elephant festival or lip plates.
3 •
Then compare or exchange your notes with a partner.
and
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Vocabulary Careers, compound nouns: jobs,
negative prefixes
Gram.mar Verb structures
Speaking Job interviews
Listening Multiple choice
Writing A covering letter
EED ~W,t'
Introduction Success
Leadin
1 •
3
Discuss the questions.
1 What are the advantages and
disadvantages of going to university?
2 What makes people successful?
3 What would your ideal job be? Why?
Look at the blue phrases in the texts and complete lists 1-10 in your
notebook with the verbs in the box. Which of the things have you
done? Which would you like to do and which would you prefer not
todo?
apply
2 Read the texts and match them to
do
drop out
... work, a career, a business
2
Vocabulary Careers
claim
3
4
5
... a job, good grades,
promoted
... an exam, a degree
... an exam
get
graduate
6
7
8
9
10
... school, a job
leave
... yourself
... from university
... benefits
... of school, of university
One often US Presidents without a university
education, this man taught himself to read and write
and learned most:QfvvMt he knew byreading books.
1111111,
start teach
... for a job, for a course, to a
company
This entrepreneur started work at the
age of about thirteen, and eventually started
a business which now includes
Zara and Massimo Dutti.
This famous writer couldn't get a job for
a while and had to claim benefits. While she
was unemployed she startedwriting novels,
This English writer left school
J>ftenina
· ehe(flªtw:a?very<;old.
itS~;~:;:f~,:'f2í!!,~~~:_:::-:::;:; _-;~~~-- ;
when he was only twelve and started
working ten hours a day in aJactory,
The first woman president of Brazil started
a career in politics at the age of sixteen,
which is when she left secondary school.
This woman applied for a job
with Pepsico and twelve years later beca me
CEO after gettingpromoted severa! tlrne~
Complete all activities in your notebook.
pass
4 •
Complete the questions in your notebook with
appropriate forms of words from exercises 2 and 3.
Then ask and answer the questions.
7
c4>) 2.10 Read the Key skill. Then listen to the podcast
again and choose the correct answers.
Preparing for an exam
Make su re that you know what to expect in any exam
you take.
• ls there a listening test?
2
• lf so, how many tasks, questions and 1 or options
are there?
Can you ... yourselfto be the best in
the world at something?
• How long is the test?
• How many times wi/1 you hear the text?
3
ls ita good idea to ... a career as soon
as you leave school or university?
4
lf yo u started your own ... one day, what would it be?
Unschooling invo/ves ...
ls it possible to ... good grades without making much
effort? How?
A people doing the same thing but at different ages.
5
6
What would your parents say if you ... of school or
university?
7
Apart from good grades, what are good things to have
on a CV when yo u ... for a job ora course?
8
B rea/izing that people have different /earning styles.
e
choosing students who know what is important to
learn.
D doing an independent project.
2
The students in The lndependence Project ...
A were going to drop out of school.
What are the advantages of taking a 'gap year' after you
. . . school and befare you do a ... ?
B were getting high grades .
e
had different /evels of achievement.
D came from various schoo/s.
3
Al/ of the students eh ose ...
A either maths, science or literature.
B a method of evaluation.
e
5 •
Loo k at points A-F and decide if you agree with
each idea. Compare and explain your answers.
D to analyse poker and find out why we cry.
4
Í3 they got good grades.
C they were al/ able to apply to good universities.
C Students should teach each other.
D they became more interested and involved in
learning.
D Students should eva/uate each other.
F We al/ /earn in different ways, so maybe schools aren't
the best option for everyone.
The m ain result of the project was ...
A they performed skills for the school.
A Students should choose what they want to learn.
B Students should work on col/aborative projects.
E Rather than attending classes, students should consult
teachers when they need to.
different topics from different subjects.
5
Do the presenters think that this type of project wi/1
become much more common?
A No, mainly because it only works for some people.
B No, mainly because there aren't enough teachers to
allow it.
Listening
6
c4>) 2.1 O Read the information. Then listen to the
podcast. ls The lndependence Project in favour of or
against the points in exercise 5?
C Yes, mainly because that type of education works
better.
D Yes, mainly beca use we al/ now believe that
everyone can succeed.
.. ·.·.·.-...
-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.-.,~Jit~ll:
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<~.I~Cd~t Reading That's the job for me
1 ~«>> 2.11 Read the text and write an explanation in
your notebook of the One-Week Job Project in no
more than 25 words.
2 Answer the questions in your own words in your
notebook.
How did Sean find jobs?
2
Apart from trying jobs, what did Sean want todo?
3
What did he discover about money?
3 Read the Key exam task and the example question.
Then complete the blue sentences in your notebook.
S Find words in the text which match the definitions.
which continues forever (paragraph A)
says that someone is responsible for something
(paragraph B)
3 supported by people who pay al! or part of the costs
(paragraph C)
4 someone with an important and well-paid job
(paragraph D)
5 not strong enough to tolerate something (paragraph E)
2
Vocabulary Compound nouns: jobs
6 Look at the rule and examples. Then find six
compound nouns in the text which are jobs.
Multiple-choice reading tasks
• Always read the text through once to get a general
understanding of the content.
• Read the multiple-choice options carefully and
underline any important words.
• Find the section of the text which the options refer to
and read it carefully.
• Eliminate any options which are obviously incorrect.
Example question
In the future, Sean expects ...
A to be anxious about his working life. This is not true
beca use the text says ...
B to continue changing jobs very frequently. This is partly
true. He's going to change jobs, but only ...
e
4
to change jobs when his attitude changes. This is true
beca use the text says ... and ...
Choose the correct answers and give evidence for
your choices.
Rule: A compound noun is formed from two nouns. They
can consist of one or two words. Many job descriptions
are compound nouns and describe what a person does
and 1 or where he 1 she does it, for example:
A da-fa anatqs-f- is t< ?1'.-r'SoVl. who cu-taltjse.-s Ja+a.
A school 1-e-acher is a +e.-aá,e.-r who t~jorKS ivt a
sc.hooi.
7 Look at the words in the boxes and write eight
compound nouns for jobs in your notebook. Sorne
words can be used for more than one job.
brain
company film football
shop software train
assistant
designer director driver
owner player surgeon
hotel
manager
8 ~ Which two jobs from exercise 7 would you most
and least like to do and why? Discuss your answers.
1 Sean didn't need a salary beca use ...
A he was only working a short time with each
employer.
B an internet company helped him financially.
e
2
people always gave him food, transport and
accommodation.
Sean was inspired to start his project beca use ...
A his father was passionate about his own life and
work.
B he thought some jobs sounded cool.
e
3
he was advised to find a job that he enjoyed.
The people he met helped him to understand that ...
A money doesn't necessarily make you happy.
B it's more important to be happy than anything else.
e
you have a different relationship with people when
you earn a big salary.
Complete all activities in your notebook.
Find more information about the jobs Sean
Aiken did. What jobs did he do and what does
he do now?
TIME
~··········.,··
Adaptedfrom the pages ofTIME
Tite Dne-week .lob
e
Projee~
one man, one year, 52 jobs
•
Q When Sean Aiken graduated with a business degree he
s
10
O
1s
20
2s
30
G
didn't know what he wanted todo with it, so he set off
on a mission to discover his passion. He started a new
job each Monday for a year, working as a dairv farmer,
florist, yoga instructor, astronomer, firefighter, and so on
and so on. He slept on 55 beds, couches and floors as he
travelled 46,685 miles around the USA and Canada trying
to answer the eternal question, 'What do 1want to do
when 1grow up?'
But where would anyone get such an idea? Sean blames
his father. 'lt's all his fault,' he says, laughing. 'We were all
sitting around the dinner table discussing "What should
Sean do with his life?" My dad said, "lt doesn't matter
35
what you do, Sean -just make sure it's something that
you're passionate about." So that made me think, how
many people are in the same job for 30 or 40 years and
they don't necessarily like what they're doing? 1didn't
know what 1wanted todo, but 1knew that 1wanted it
40
to be something 1was happy doing. 1started flipping
through the classifieds in the newspaper and looking at
all these differentjob titles. They all sounded really cool,
but 1had no idea what the job would actually be like.
That's how 1came up with the idea to start my One45
Week Job Project.'
As news of his idea spread through his website and the
media, people called and emailed him with more job
offers than he was able to take up, including sixteen
to work as a nanny. So me of the jobs he turned down
so
were dog groomer, tattoo remover and a job in a
slaughterhouse. When employers took him on, he
asked them to donate his salary to charity, as his travel
and living expenses were sponsored by NiceJob.ca, a
Canadian job search engine.
a
O
One of the aims of Sean's project was simply to learn
from people, rather than trying to get ahead or find
the perfectjob, which probably doesn't exist. '1 would
as k my co-workers what they like most about their
job and the most common answer was that they liked
the people they worked with,' says Sean. lt seemed
that having relationships with colleagues was often
more satisfying for people than the work itself. He also
learned that being a high-flyer with a six-figure salary
might not necessarily be the route to contentment.
One of the happiest people he met was Chet, a
cowboy from Wyoming who said, 'Money is not
important to me. 1make enough money to get by and
that's alll need. llave my life. llave what 1do.'
Of course after all this, the inevitable question for
Sean is: 'Now do you know what you want to do with
your life?' His answer is typically philosophical and
positive: '1 realized what makes me happy today is not
necessarily the same thing that will make me happy
five years down the road. The reality is that l'm going
to have five or six careers in my life. lnstead of being
overwhelmed by that, now l'm excited about it.'
Match definitions 1-5 with the blue
phrasal verbs in the text. Which of the
verbs have objects?
1 have enough of something to survive
2 refuse (an offer)
accept (an offer)
employ (someone)
,
.
.... ..
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Cil(íl Grammar Verb structures
Practice
!~-,. Pages100-101
A GERUNDS & INFINITIVES Match 1-7 with examples
A-G. In which sentence can you replace the gerund
with an infinitive?
(
We use a gerund
(a noun) ...
We use an
infinitive ...
4
5
after an adjective.
to indicate purpose. 6
7
after some verbs.
2
3
1
SUCCESS SECRETS
as the subject of a clause.
after a preposition.
lf yo u want (1) (beco me) really successful, yo u need
(2) (have) extraordinary talents, right? Well, apparently,
while it's obviously useful (3) (be) talented, there are
more important things: (4) (practise) a lot, for example,
or (5) (be) in the right place at the right time.
after some expressions.
after some verbs.
A She missed the premiere to study at home.
B After graduating she continued her studies.
C He spent time programming software.
Author Malcolm Gladwell decided (6) (analyse) the
careers of people like Bill Gates and the Beatles. These
people enjoyed (7) (do) the things which brought them
success and after (8) (discover) their passion, they spent
a long time (9) (practise). Gates, in fact, dropped out of
university (1 O) (have) more time to develop software.
D He started working ten hours a day.
E These students managed to succeed.
F Being a high-flyer might not make you happy.
G Chet was happy to get by on his salary.
B VERB + OBJECT + INFINITIVE In the examples below,
can we replace the red words with them and him,
or they and he?
Gladwell thinks that (11) (work) hard on something
for 10,000 hours should guarantee success, but not
everyone manages (12) (do)
that. lt's hard (13) (find) that
much time. And apart from
(14) (work) hard, you'll also need
some luck.
1 We'd love you to work here.
2 1 don't want her to leave.
C PARTICIPLES & PARTICIPIAL PHRASES Read the
examples and choose the correct words in rules 1-4.
1 We can use present or past participles to form nouns 1
adjectives.
Shaking and confused, Paul tried to be calm.
2 Perfect participles tell us what was happening in the
past 1 what had a!ready happened.
He saw the advert and bought the car.
= Having seen the advert, he bought the car.
She was found guilty and started to cry.
= Having been found guilty, she started to cry.
3 Participial phrases describe situations using more 1
fewer words than other el auses.
Kieran had been working nights and also he did
overtime, so he never saw his family.
=Working nights and doing overtime, Kieran never
saw his family.
4 With sense verbs like see, watch, hear, feel and
notice, a 1 an present particíple 1 infinitivo emphasizes
the entire action. A 1 An present particip!e 1 infinitivo
does not emphasize that.
1 saw the weather change.
1 saw the weather changing.
I!IL
Complete all activities in your notebook.
72
-
Complete the text in your notebook with gerunds or
infinitive forms of the verbs in brackets.
2
Look at the Key error. Then correct sentences 1-5 in
your notebook.
Verb + object + infinitive
Ne 'Nant that our resu/ts are good. K
We want our resu!ts to be good. V
1
1 Would you like 1 help you?
2 My parents didn't want that 1 leave school.
3 The teacher would like they all pass their exams.
4 Do yo u want we to go?
5 l'd like that he give me good marks.
.... ...
..
..•
•
3
build
copy
disappoint
get
have
•
e
•
1 After he had left school, he went travelling. (Having)
2 Hannah felt confident, so she didn't worry about the
interview. (Feeling)
injure
3 Because he had broken his leg, James couldn't play.
(Having)
... worked for the last ten years, 1think l'd rather be at
3 Did you really see Rick ... in the exam?
4 The burglar forced open the door. We saw him doing
it. (We)
4
... in the eighteenth century, my school was almost a
monument.
5 They took those photos of us but we didn't notice.
5
... and ... , the triathlete still carried on running.
6
6
... with her result, she tried harder in the next exam.
school.
5
e e
e
with the words in bold.
... more ti red with every step, they finally ca meto the
village.
2
~
4 Rewrite the sentences in your notebook starting
Complete the sentences in your notebook with
participles formed from the verbs in the box.
bleed
.
. ., .
(We)
As she was taught some French as a child, she found
the classes easy. (Having)
Choose the correct verbs to complete the text in your notebook
and write the correct gerund, infinitive or participle forms.
in the world
{1) ... had great success with
similar campaigns, the Australian
Tourism Agency has organizad
a competition {2) ... the right
candidatas for six of the best
jobs in the world.
find
have
Part of the Chief Funster job
consists of {3) ... reviews offun
events in Sydney. Meanwhile,
those people who considerad
{4) ... the job of Park HaJngeit, .
might have to get Cl'-'\•t.t">I.\;
to {5) ... with dolpm~
The applicants are very varied.
Cesar, an applicant for the
Park Ranger job, says he's
interested in (6) ... with animals
and promised (7) ... a crocodile.
Cameron, an applicant for the
Funster job, is determinad (8) ...
the competition, but (9) ... never
left home, he might not have
enough experience.
adopt
work
win
have
Having (1 O) ... 40,000
applications, the judges are
now busy {11) ... the video
clips which the applicants have
6 . . SPEAKING OPTION Think of
answers to questions 1-6, using
the structures in brackets. Then
compare your answers.
1
Compared to school, what do you
think are the good things about
work? (gerunds)
2
Compared to work, what do you
think are the good things about
school? (gerunds)
3 After leaving school, what would
yo u like to do? (verb + infinitive)
4 What are you excited about doing
or interested in doing in the next
year? (verb + preposition + gerund)
5 What adjectives describe your future
or the future in general? (-ing and
-ed participles)
6 What would you like these people
to give you or do for you in the
future? (verb + object + infinitive)
A your parents
B your friends
7 ~J) 2.12 USTENING OPTION Listen
to native speakers answering the
questions in exercise 6. Write their
answers in your notebook.
.. ·.·.···································--.-.-.-.-.-.-.-.-.-.-.,~~~~~~~~
. ..... .
. ......... ' $6+SII;if;········
. . . . . . . . . . . . ' . . •·•••·•••
• • • • • • • • • • • •
4
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
..........••
•
•
•
•
•
•
•
•
~···········*
o}
~Wb•) Practical English Interviews
..
1
~
"'
"
;:¡
Vocabulary Personal qualities
1 Read the text and choose the correct words.
Prepare for your interview, and predict
the unpredictable.
Got an interview for a job or university place
soon? One of the smartest things you can
do is prepare for some of the most common
interview questions. lt will help you to become
more (1) ... and less (2) .... First of all
consider some of the classics, like:
focused
nervous
1 can you te/1 me something about yourself?
2 Why do you think you're right for this job 1
course?
3 What can you bring to this organization 1
university?
4 What are your strengths?
This is your chance to describe yourself in a (3) ... way and let
the interviewer know what a (4) ... , motivated and enthusiastic
candidate you are. Don't just recite a list of your virtues. lf you
say that you are decisive or determined, be prepared to say
how or why. Then there are more difficult questions which ask
you to be more (5) ... of yourself or other people:
critica!
hard-working
positive
5 What are your weaknesses?
6 What did you least enjoy about school 1 your last job?
Be (6) ... here. lt's not a great idea to criticize yourself or others
in an interview. So maybe don't admit to your disorganized,
(7) ... nature or your irrational dislike of your previous boss.
This is an opportunity, though, to show that you are (8) ... and
able to improve yourself. So give an example of how you've
changed for the better.
cautious
perceptive
unreliable
Finally, there are questions which you might not expect. Trying
to answer these can show that you have a 1 an (9) ... brain.
Then for the really strange questions with no clear answer yo u
need to be (1 O) .... Here are some which have been asked in
interviews at big corporations:
7 How can you weigh an elephant?
8 How many windows are there in New York?
Then there are real/y strange ones, like:
9 What do you think of garden gnomes?
10 tf you were an ice cream (ora superhero) which would
you be and why?
lf you get asked something like this, keep (11) ... and
carry on. lt's an opportunity to show that you're
sociable and that you have a sense of humour,
which is important when you're going to be part
of a team. Good luck!
~
2
1111
Complete the sentences in your
notebook with six of the blue words
from exercise 1. Then write four similar
sentences with tour more of the blue
words. Compare your answers.
S
e 44J} 2.13 Look at the interview dos and don'ts and try to
complete them in your notebook. Then watch or listen and
check your answers.
1 A 1 An ... person sen ses other people's
feelings and their own.
2 A 1 An ... person usually sees the good si de
of things.
3 A 1 An ... person likes being with people.
4
Video
AND
Clothes: lt's best to wear (1) ... , plain clothes and neutral colours.
Body language: Give afirm handshake, smile and make (2) ....
Questions: Give the right information. This isn't an opportunity to tell your
(3) ... story.
Your weaknesses: Focus on how you've improved
and made things right and what you're (4) ... on.
Mobile phone: (5) ... your mobile.lf yo uforget
and it rings, (6) ... to the interviewer!
A 1 An ... person doesn't do the things
which they say they'll do.
5 A 1 An ... person doesn't get too excited or
worried about things.
6 A 1 An ... person has a strong reason for
doing something.
3 Write sentences about jobs 1-6 in your
notebook. lnclude phrases from the box
and adjectives from exercises 1 and 2.
Explain your answers.
6
have to be 1 don't have to be
must definitely be should be
O ••>) 2.13
What did Olivia and James do wrong in their
interviews? Make a list from memory. Then watch or listen
again and check your list.
1
4
1 scientists
2 novelists
4
5
gardeners
IT specialists
3
6
shop assistants
chief executives
Find the opposites of adjectives 1-4 in
the text. Then guess the opposites of
adjectives 5-8. Check your answers in the
wordlist on page 113.
1 organized
5
experienced
2
rational
6
enthusiastic
3
indecisive
7
responsible
4
unimaginative
8
honest
Sh.e- JiJ11. 1+ sh.ake- +h.e- it~.+avie-we-r S h.at~.J.
l~Wi~- Page 119
Pronunciation Stress & intonation
7
••>) 2.14
Listen and repeat the Key phrases. Mimic the
intonation and say which words are stressed.
• At an interview
Nice to meet you.
Please take a seat.
• That's an interesting question.
There are one or two things which l'd like to ask.
Sorry, could you say that again?
Speaking
8
1111
Prepare answers for the interview questions in exercise 1.
Then follow the instructions.
Student A: lnterview another student for a job as a TV presenter
or for a place ata university in Britain. Use six questions from the
reading text and think of any others which you think are useful.
Student B: Answer the interviewer's questions and think of
questions which you would like to ask.
G:tl Writing A covering email
Model text
\
onvale TV Studios -
1 Read the model text and answer the questions in
your notebook.
nical Assistant
1 What is the purpose of a covering email?
2 Does this email succeed in its purpose?
3 What are Ricky's plans ...
A until June?
B for the year after June?
e
temporary vacancy has arisen for this position in
our high-tech riverside studios. This post is suitable
for a schoolleaver and is available for six months
from August onwards.
for the following year?
Applications to: [email protected]
1
5
2
10
3
15
20
4
25
3o
Dear Sir or Madam,
1 am writing to enquire about the post of
Technical Assistant which was advertised in my
local paper recently. 1 am interested in applying
for this position.
At present 1am at secondary school studying
for an lnternational Baccalaureate, which 1
will be taking in June. After doing my exams 1
am hoping to take ayear off befo re starting a
degree in Media and Communications. My aim
is to find sorne work in a field related to my
degree. The post which you are offering would
be invaluable experience forme.
As 1am still at school, 1do not have much
work experience, but 1 enjoy working on
technical projects. 1 recently helped to organize
the lighting and sound for a school drama
production. 1 have also worked as a volunteer
for a charity and 1 believe that 1 have a good
attitude to work, as well as being practica! and
sociable.
1would be delighted ifyou would consider
me for an interview. lf, on the other hand, the
vacancy has already been filled, 1would be
grateful if yo u could inform me about any other
suitable posts or opportunities within your
organization. Please find attached my CV. lf
you have any queries, please do not hesitate to
contact me.
llook forward to hearing from you.
Yours faithfully
RickyWood
Complete all activities in your notebook.
•
2
Read the model text again and answer the questions
in the Text analysis in your notebook.
Paragraph 1
1 Does Ricky know the na me of the person who he's
writing to?
2 ls this structure passive or active?
Paragraph 2
3 Why are gerunds used here and not infinitives?
4 Where and why are infinitives used in this paragraph?
Paragraph 3
5 Should Ricky describe his weaknesses in this
paragraph?
6 Which adjectives does Ricky use to describe himself?
Paragraph 4 to end
7 What word can you use to replace on the other hand?
8 Why does Ricky use Yours faithfully and not Yours
sincere/y?
...• • •
........
• •
•
. ..
•
.
Writing skills A covering email
7
. .. .
. •* • • •
What characteristics would be important for this job?
8 Would you be interested in similar posts but in
3 STRUCTURE Complete the notes about structure in
your notebook. Use the words response, details,
conclude and introduce.
4
different areas of the USA?
Use three or four paragraphs.
Writing
8
•
(1) ... the topic.
•
Give (2) ... about your application, complaint, or the
information you require. (1 or 2 paragraphs)
•
Ask for a (3) ... and (4) ... your email. (1 paragraph)
FORMAL STYLE Choose the correct words in 1-3.
Then look again at the model text and find formal
equivalents for the words and phrases in the box.
1 Formal language tends to use !onger 1 shorter forms.
2 In a formal style we use 1 don't use contractions.
3 We tend to use the passive voice more 1 less in a
formal style.
as k
at the moment 1 now
1 think
job
tell
want to
5 KEY PHRASES Look again at the model text and
complete the Key phrases in your notebook.
Complete the tasks in the Writing guide.
Task
You have decided to apply for a job with Camp US.
Write a covering email to accompany your CV.
Write 120-150 words.
Camp US - summer jobs
Activity Assistants in California
Carnp US is a charitywhich provides a unique
holiday experience fot underprivileged children.
Applicants should havea g9od level ofEnglish and
Spanish as well as an interestin tookery; sport,
computers and technolcigy,att, photography or
drama.
.
We offer free accomll1odatipn anda good salary.
Contracts are for six, eight or twelveweeks.
Apply to: [email protected]
1
a m interested in (1) .. .
(2) ... present 1a m .. .
1a m hoping (3) .. .
My (4) ... is to .. .
1 believe (5) ... 1 .. .
1(6) ... be delighted if yo u ...
Think and plan
Make notes using your answers to the questions in
exercise 7 and the paragraph plan.
Paragraph 1
lntroduction: Why are you writing?
Please (7) ... attached 1 enclosed ...
Paragraph 2
Pie ase do not (8) ... to ...
Details: Why are you interested and what can you offer?
Paragraph 3
6 ~CJ) 2.15 LISTENING OPTION Listen to sorne of the
Key phrases completed in different ways. Write
what you hear in your notebook.
Action: What do you want from the organization?
Paragraph 4
Conclusion.
Write and check
Speaking Preparing to write
7
•
Read the writing task and the job advertisement
for Camp US. Then ask and answer the questions.
1 When do you expect to finish school?
2
What are you planning to do after the summer?
3
Which aspects of this job interest you most?
4
How would this job benefit yo u 1 your career?
5
!;;lave you had any relevant experience?
6 What could the experience teach you?
Read the Key phrases again. Write a rough version of
your letter using notes from your plan. Then check
these points and write a neat version.
• ls the structure clear?
• Have you used a formal style?
• ls the punctuation (including capitalletters) correct?
Skills Extra
1 ~ Check the meaning of the words in the box.
Then use them to complete the Context in your
notebook. Compare your answers.
conditions delinquents disadvantaged
orphan streetwise undertaker
The famous English author Charles Dickens wrote Oliver
Twist in 1838, when society cared very little for the poor or
(1) .... The novel tells the story of a young (2) ... who was
taken toan institution called a workhouse at the age of nine.
Workhouses provided accommodation and work to the poor,
but the (3) ... there were very harsh. Eventually he is sold for
f5 toa 1 an (4) ... for whom he works almost as a slave.
After an argument, Oliver runs away to London. There he
meets a 1 an (5) ... young man called the Dodger, who takes
him to the house where he lives with a group of young (6) ...
and an old man called Fagin. The extract starts at this point.
15
Oliver wondered why the old man lived in such an old,
dirty place when he had so many watches, but then he
thought that it must cost Fagin a lot of money to look after
the Dodger and the other boys. So he said nothing, and got
up and washed. When he turned towards Fagin, the box
had disappeared.
Soon the Dodger entered with a cheerful young man
narned Charley Bates.
20
'Have you been at work this morning?' Fagin asked the
Dodger.
'Hard at work,' answered the Dodger.
'Good boys, good boys!' said Fagin. 'What have you got?'
'A couple ofpocket-books* and sorne handkerchieves*.'
2 ~J) 2.16 Read the extracts from 0/íver Twist. What
kind of 'work' do you think Fagin's boys do? Why?
3
25
'Good workers, aren't they, Oliver?' said the old man.
30
'Very good,' said Oliver. The others started laughing,
though Oliver saw nothing funny in his answer. Fagin
inspected the handkerchieves and told the two boys that
they were extremely well made and that he was pleased
with their work.
35
Later, the boys went out again to do sorne more work.
When they had gone, Fagin turned to Oliver. 'Take my
advice, my dear,' he said. 'Make them your models.
Especially the Dodger. He'll be a great man himself, and
will make you one too, if you copy him.'
40
The Dodger and Charley Bates went out to work every day,
but sometinws carne home with no handkerchieves, and
Fagin would get very angry. Once he even knocked them
both down the stairs and sent them to bed with no dinner
because they had returned with nothing.
Read the extracts again and answer the questions in
your notebook.
1 What do you think the boys are really doing when
they first 'greet' Oliver?
2 ls Oliver innocent or streetwise?
3 What does Oliver think that Fagin does with his money?
4 What are Fagin's plans for Oliver?
5 What adjectives would you use to describe Fagin?
Oliver meets Fagin
'This is him, Fagin,' the Dodger said to the old man. 'My
friend Oliver Twist.'
5
10
Fagin smiled and shook Oliver's hand. Then all the young
gentlemen carne up to him and shook both hands very
hard, especially the hand which held his few possessions.
One of the boys was particularly kind. He even put his
hands in Oliver's pockets so that Oliver would not have
to empty them himself when he went to be d. The boys
would probably have been even more helpful, but Fagin
hit them on their heads and shoulders until they left
Oliver alone.
Oliver sleeps at the house and when he wakes he
sees Fagin looking at the contents of a box which
contains watches and jeweUery.
Complete all activities in your notebook.
*pocket-book- a purse or wallet
*handkerchief- a piece of fine material carried in a
pocket and used for wiping the face, eyes, nose or hands
4 ~ Find information about workhouses in
nineteenth-century Britain. Discuss the questions.
1 Who went to workhouses?
2 What were conditions like in the workhouses?
3 Have modern societies improved the way that they
deal with poverty?
1 Read the quotations from David Morgan and answer
the questions in your notebook.
1
How does David feel about eones?
2
3
How do you feel about eones?
How do you feel about David? Why?
2
8
Watch the first part of the video. Choose the
correct options.
2
3
4
5
The road cone, jet engine and hovercraft might be 1
are British inventions.
David first wanted to be a scientist when he was at
schoo/ 1 after he had left school.
Traffic eones are made of a plastic which is now called
a/kathene 1 polythene, pigment, and glass beads
which are deflective 1 reflective.
David has the first ever road eone and helped to
develop eones foro ver 40 years 1 o ver 40 years ago.
His eone factory produces half a mil/ion 1 a mil/ion
eones ayear. They export sorne 1 half of them.
3 •
Watch the second part of the video. Which six of
these topics does David mention and in what order?
antique eones cone eolleeting funerals his honeymoon
his sehooldays holidays metal eones
other people's eones roadworks
4 • Watch the second part of the video again and
answer the questions in your notebook.
1
2
3
4
5
6
What does David do with other people's eones?
How many eones has he got?
Why does David travel on the busiest roads?
Why does David look for eones at funerals?
Where did he go on honeymoon 7
Does David know anyone who shares his passion for
eones?
5 . . Discuss the questions.
1 What kinds of things give people job satisfaction?
2 Do you think that David is satisfied with his eareer?
Why /Why not?
3 Have you ever colleeted anything? lf so, what?
Review Unit 1
Use of English
Writing skills
1 Read the text below and decide which
answer (A, B, C or D) best fits each gap.
3 Complete the text in your
notebook with phrases from
the box.
TEENAGE CYBERBULLYING
despite that first and foremost
for instance in conclusion
what's more
Cyberbullying, bullying that takes place on
the internet or on mobiles/ is a serious problem
among teenagers.
* Over half of teenagers said that they had been bullied
J;lranathe internet
foryou?
(1) ... and about the same number admitted (2) ... others.
* More than half of youngsters said they (3) ... their parents
that they had been the victims of cyberbullies.
* One in ten teenagers said they had had embarrassing
+..;..¡:,..,,.,...,,...¡.;,.,. ... when you need to
photographs (4) ... by cyberbullies on (5) ....
r tapie. Also, it provides
convenient forms of
(2) ... , social networking
lfyou have suffered at the hands of cyberbullies, then it's
important that you tell somebody- have a 1 an (6) ... with
your parents ora 1 an (7) ... with your teacher. And if yo u
ha ve trouble on any particular site, then (8) ... your account
immediately.
1 A online
2 A bullied
3 A have said
B updates
B to bully
B hadn't told
e
e
e
followers
D users
bullying
will have
told
D bullies
D say
4 A posted
5 A followers
B logged off
B social
e
e
updated
online
D deleted
B comment
B discussion
e
e
slang
D accent
B follow
e
delete
D post
is a wonderful tool
and for limited time
D rumours
networks
6 A chat
7
,,
8
1
A second
language
A keep in touch
argument D synonym
2 Complete the second sentence in your notebook so that it
means the same as the first sentence. Use two to five words
including the word in bold.
1
1 don't have any credit left on my phone. (run)
l've ... credit on my phone.
2
Sarah said to Jon, '1'11 see you tomorrow.' (would)
Sarah said that ... the next day.
3
Manuel finally reached the help desk after being on hold for 30
minutes. (through)
Manuel finally ... the help desk after being on hold for 30
minutes.
4
Jan and Tom contacted each other regularly after she moved
away. (touch)
Jan and Tom ... after she moved away.
;;
Common errors
4
Correct the errors in the sentences in your
notebook. One sentence is correct.
James asked Susan what her sister tongue
was.
2
3
She asked him what did he eat for breakfast.
Paul apologized to Andrea for being late.
4
My phone is out of credit- 1 need to top it
down.
5
'You stole my phone,' Kim said to Lena. (accused)
Kim ... her phone.
5 The teacher ordered the students that they
be quiet.
6
'Shall we chat online later?' Xavier said. (suggested)
Xavier ... online la ter.
6 The English word 'deception' and the
Spanish word 'decepción' are wrong friends.
Review Unit 2
Use of English
1 Complete the text in your notebook. Use only one word in each gap.
On Saturday 21 September, Garry Harrington (1) ... Big Bear Lake's first
ultra marathon, (2) ... is 160 kilometres long. Harrington, (3) ... is 53
years old, beat 67 other runners to take first place in a time of 23 hours,
58 minutes and 55 seconds. The race began during the night with a
4,270-metre climb. Harrington overtook Harald Zundel (4) ... they were at
the 97 -kilometre mark and led the race from there on. Of the 67 competitors
who (5) ... part, 48 runners (6) ... out of the race and didn't make it to the
finish line. Many spectators lined the route to cheer (7) ... the runners and
encourage them not to (8) ... up.
2 Complete the second
sentence in your notebook so
that it means the same as the
first sentence. Use between
two and five words, including
the word in bold.
Writing skills
3 Choose the correct options.
Spectators are asked to turn
off their phones befare the
race begins. (switch)
Spectators are asked ...
befare the race begins.
2 Please could you reduce
the volume on your phone?
(turn)
Please could you ... on your
phone?
3
4
He's gone on a diet because
he's gained weight. (put)
He's gone on a diet because
... weight.
Stamina and endurance are
what you need. (things)
Stamina and endurance are
... you need.
5
Pedro is lifting heavy weights
because he wants to have
bigger muscles. (bulk)
Pedro is lifting heavy weights
beca use he wants ....
6
Simon joined his friends to do
the sponsored walk. (got)
Simon ... with his friends to
• do the sponsored walk.
Common errors
4
Correct the errors in the sentences in your notebook. One sentence is correct.
1 Have you seen the ball who we lost?
2 Jack suggested to become a member of a gym.
3
l've started playing tennis so that 1 can have fit.
4
5
More than 5,000 participants have signed up for the half marathon.
She's not on the phone any more- she got cut on.
6 This is the football player who's autobiography l've read.
Review Unít 3
Use of English
1 Complete the text in your notebook. Use only one word in each gap.
Lee Neale feels as though he has been ripped (1) ... after he let his
eight-year old daughter play a free game on his tablet and she ran up
a bill of more than E4,000 by making in-game purchases. Neale, (2) ...
wasn't aware of this until his bank froze his account, has (3) ... told by
the company that he won't get a (4) ... for these charges because all
purchases are final. He says that he can't (5) ... to pay and may need
to sell his car and two motorbikes to cover the cost. He thinks that it's
the company's responsibility to make sure that such situations do not
get (6) ... of han d. He (7) ... sent severa! email receipts, but he admits
that he (8) ... noticed them until it was too late.
2 Read the text below. Use the word given to form a word
that fits in the gap in the same line.
Writing skills
3 Order the words to form sentences in your
notebook. Then write whether the phrases are
usually found in formal or informal emails.
Food waste is a huge (1) ... problem -figures environment
from the lnstitute of Mechanical Engineers
suggest that as much as 2 billion tonnes
of food is thrown away each year, which is
almost half the world's food. The reasons for
this waste are shocking: 40-60% of the fish
caught in Europe are disposed of because
they are not (2) ... the correct size or species
official
or beca use of the European quota system.
In addition, an estimated 20-40% of UK
fruit and vegetables are rejected befare they
reach (3) ... beca use they do not meet the
consume
supermarkets' cosmetic standards in terms
of perfect shape or size. This is very (4) . . .
waste
because the food could be used to feed the
one billion people in the world
who are malnourished.
What's more, if trees were
grown on the land that
is currently used to
grow all the food
that we waste, then
this would go a long
way to offsetting
the (5) ... caused by
pollute
greenhouse gas (6) . . . . emit
1
2
3
4
5
reference 1 my 1 to 1 1 1 am 1 order. 1 writing 1
with
could 1 if 1 me 1 11 refund. 1 would 1 it 1
appreciate 1 you 1 send 1 a
you. 1 from 1 Good 1 hear 1 to
forward 1 hearing 1 you. 1 11 to 1 from 1 look
asking 1 You 1 my 1 was 1 were 1 holiday- 1
about 1 great! 1 it
Common errors
4
Find and correct the six errors in the text.
\~~~~u~~ti!
month she was feeling off, so she went online for
sorne retail therapy. Unfortunately she became
completely hooked under auction websites and
is now up to her eyelashes in debt. She bought a
designer suit which she thought was a bargain, but
it ended up costing an arm and a hand. However,
when she asked the auction website for her money
back she was telling that they never give refits
or exchanges. She decided to give up internet
shopping, so she deleted all her accounts and now
just goes window shopping instead!
Review Unit 4
Use of English
1 Read the text below. Use the word given to form a word that fits in the gap in the same line.
Twin Oaks, Virginia, USA, is a cornrnune that (1) .. ofounded in
1967 olt rejects (2) ooobeca use rnoney has no place thereo lnstead,
every rnernber is (3) oooin sorne way for about 40 hours a week
and, in exchange, they receive food, clothing, housing, insurance
and access to (4) oooresourceso
Personal (5) oooof a car is not allowed and a person can only stay
there if he or she (6) oooin sorne wayo
The Ecovillage at lthaca, New York, USA was created in 1996 and
is a 1 an (7) ooo international cornrnunity with a strong focus on
education, which airns to provide a rich lifestyle for its residents
while having rninirnal ecological irnpacto There are currently two
(8) ooowith 30 hornes in each, and a third is being builto
2 Complete the second sentence in your
notebook so that it means the same as
the first sentence. Use between two
and five words including the word in
bol d.
2
3
4
5
6
Our healthcare system will fail if the
government doesn't invest more money
in it. (unless)
Our healthcare system will fail .. omore
money in it.
Yogaville was founded by Sri Swami
Satchidanandao (set)
Yogaville oooSri Swami Satchidanandao
Marias started practising yoga when he
moved to Yogavilleo (took)
M arios oooyoga when he moved to
Yogavilleo
The offender regrets mugging the old
womano (wishes)
The offender ooomugged the old
womano
The head of the commune distributed
the food equally to the commune
memberso (out)
The head of the commune ooothe food
equally among the commune memberso
The government has changed taxation
lawso (been)
The taxation laws ooothe governmento
Writing skills
3 Find and correct the six errors in the text.
Shouldwe
or
young offenders?
lt appear that more and more young people are
getting into trouble with the police. The question is,
should young offenders be sent to 'prison', or not?
On the one hand, if someone has committed a crime
then they should be punished. On the second hand,
young people should be given a second chance. Another thing for consider
is that nowdays young offenders' institutions are overcrowded, so perhaps
young people should be given community service insteado One vantage of
this is that we can teach them useful skiUs foremployment.
On to balance, 1therefore think that a sentence in an institution should only
be given as a last resorto
Common errors
4 Correct the errors in the sentences in your notebook. One
sentence is correct.
1
2
3
4
5
6
lf the witness will arrive, then tell him to come into the court.
Pop-up shopping outlets have sprung in all over the cityo
lt's the first time the government has come around against protestso
Time to come back into the court- the jury have reached a versiono
lf only 1 haven't listened in on their conversation yesterdayo
Judy's personal shopper took her round the sales to find some
bargainso
Review Unit 5
Use of English
1 Read the text below and decide which answer (A, B, e or D) best fits each gap.
1 A critic
2
3
4
5
A of giving in
6
A horror
A have being justified
A accessories
A fashion
7 A must
8 A wi/1 be able to
B
8
8
8
8
8
8
8
criticized
justified
hairstyle
smarten
that he had given in
horrify
have managed to
don't have to
e
e
e
e
e
e
e
e
2 Read the text below. Use the word given to form
a word that fits in the gap in the same line.
been criticized
had been justified
D criticize
D will be justified
products
D cosmetic
sympathize
to give in
being horrified
should
are not allowed to
D stylish
D of to give in
D horrified
D mustn't
D oughtto
Writing skills
3 ehoose the correct options.
,,.,·rrrrrrrrrr~
1 The text was from 1 about 1 on cosmetic surgery on noses.
2 lt discuss 1 discusses 1 describe two procedures that have
taken place in the UK and in China.
The suspects
!saw two people actina suspiciousllf
a shop Lfesterdalf and, after 1 heard
that severa/ (1) . . . had occurred that
thíef
afternoon, l (2) · · · to &ive a detailed
manaae
description to the po/ice Th
¡
· e ma e suspect
was in his 20s- he was fair- (3) ... and
clean-shaven. lt looked as thouah he was
heavdLf-built and broad- (4) ... and he
shoulder
was professional- (5) ... in a suit and tie
loo
k
1 onllf saw the female suspect from behind.
but she was well- ( 6) . . . with shoulder- ,
dress
(7) . . . brown hair. She malf have had
lona
sorne (8) ... in her nose and ears too.
píerce
Ln
3
One of the things it said 1 say 1 told was that a girl was
given a nose job because she was the victim of bullying.
4
lt also did 1 got 1 made the point that the operation was
not carried out for cosmetic reasons.
5 lf 1remember correct 1 correct!y 1 wrongly, he's going to
have the new nose transplanted soon.
Common errors
4
eorrect the errors in the sentences in your notebook.
One sentence is correct.
1 You'/1 better wear some accessories with that outfit.
The boss is trying to smartify up his image.
2
3
4
5
There may be a boom in cosmetics sales over Christmas.
The 20 km race is a test of stamina and enduring.
More than 1,000 photographs have being posted on this
social network in the last hour.
Review Unit 6
Use of English
1 Complete the text in your notebook. Use only one word in each gap.
15 UNIVERSITY NECESSARY?
A university education can cost an (1) ... anda leg and, while sorne people believe that
you must do a degree in order to be able to (2) ... a good job, there are others who
think you don't need to (3) ... from university if you want to (4) ... ahead. Billionaire
Richard Branson, for example, dropped (5) ... of school at the age of sixteen and went
on to set (6) ... Virgin Records when he was only 22. (7) ... sold the Virgin music label to
EMI in 1992, he went on to expand into many other fields. Similarly, Mark Zuckerberg
started (8) ... a degree at Harvard, but he decided to leave before he finished so that he
could develop his business - Facebook.
2 Read the text below and decide which answer (A, B, C or D) best fits each gap.
1
2
3
4
5
6
7
8
A
A
A
A
A
A
A
A
apologizing
disorganized
responsibility
him dancing
made
investigating
was invited
turned down
8
8
8
8
8
8
8
8
to apologize
dishonest
irresponsibility
him to dance
to make
to investigate
had been inviting
turned up
e
e
e
e
e
e
e
e
apologize
D apologizes
unenthusiastic
D enthusiastic
irresponsible
D responsible
that to dance
making
D he dance
D make
will investigate
D investigation
is been invited
D invited
turned around
D turned in
Writing skills
Common errors
4 Correct the errors in the
sentences in your notebook.
One sentence is correct.
Did you remember calling
your mum to tell her that
you had arrived?
2
To fill out job application
forms takes a long time.
3
lt's difficult find a job even
if you're an experienced
graduate.
4
The candidate seemed
to be unhonest and
inexperienced.
5
Stella was on a high
because she got promoted.
3 Choose the correct options in the formal email.
1(2) write 1 'm writing 1am writing beca use 1am interested in applying for the shop
assistant position.
At (3) current 1 present 1moment, 1am studying fashion at university and my aim is
(4) to 1 for 1in find work as a fashion buyer when 1graduate.l have worked in the retail
industry befo re and 1believe that 1have the necessary skills for this job.
Please (S) get 1 find 1see attached my CV, where yo u will find more details of my experience.
llook forward to hearing from yo u.
Youfs (6) sincere/y 1 faithfully 1 with /ove,
Jane Peterson
Grammar Workshop
Starter unit
Present & past forms
11 Yo u 1 We 1 They do not
(don't) walk
He 1 She 1 lt does not
(doesn't) walk
He 1 She 1 lt walks
Do 11 yo u 1 we 1 they
walk?
•
•
habits and repeated actions .
Does he 1 she 1 it walk?
•
stative verbs.
facts and states.
------~-~~--
1am ('m) walking
1am not ('m not) walking
He 1 She 1 lt is ('s)
walking
He 1 She 1 lt is not (isn't)
walking
Yo u 1 We 1 They are
('re) walking
Yo u 1 We 1 They are not
(aren't) walking
11 Yo u 1 We 1 They
have ('ve) walked
11 Yo u 1 We 1 They ha ve not
Am 1walking?
ls he 1 she 1 it walking?
Are yo u 1 we 1 they
walking?
------~---~-~-~---
--
•
actions in progress at the
moment.
•
temporary situations.
•
(haven't) walked
He 1 She 1 lt has not
(hasn't) walked
He 1 She 1 lt has ('s)
walked
11 Yo u 1 We 1 They
have ('ve) been
walking
Have 11 yo u 1 we 1 they
walked?
Has he 1 she 1 it walked?
11 You 1 We 1 They have not
(haven't) been walking
Ha ve 11 yo u 1 we 1 they
been walking?
past actions or states that
continue in the present.
• past actions that have an effect in
the present.
• past experiences (when we do not i
say exactly when they happened).
• focusing on the duration of an
action that started in the past and ;
continues in the present.
Has he 1 she 1 it been
He 1 She 1 lt has not
• an action that stopped recently
He 1 She 1 lt has ('s)
. walking?
(hasn't) been walking
and affects the present.
been walking -~~~--~~~·····~···· ·········-~-~~---~· ·~··· .. ....... ···~···~ ·-~~~-~·-······· . ~·····~-C....--~·~·····-··~···········~~--~~······
............... ··--1
• completed actions in the past.
. Did 11 you 1 he 1 she 1 it 1 ' • states in the past.
we 1 they walk?
· • things that happened repeatedly
in the
11 Yo u 1 He 1 She 1 lt 1 11 Yo u 1 He 1 She 1 lt 1 We 1
They didn't walk
······~·--·~-~--~~--····
Was 11 he 1 she 1 it
walking?
walking
11 He 1 She 1 lt was not
(wasn't) walking
Yo u 1 We 1 They
were walking
Yo u 1 We 1 They were not
(weren't) walking
------~~-···
-----------~--~--~----
11 Yo u 1 He 1 She 1
lt/ We /They had
walked
--- ---- --
-
-----
11 Yo u 1 He 1 She 1 lt 1
We 1 They had not (hadn't)
walked
---
-----~----~~~~~
11 Yo u 1 He 1 She 1 lt 1 11 Yo u 1 He 1 She 1 lt 1 We 1
We 1 They had been They had not (hadn't)
walking
been walking
!~--~~--~~~~~·················
11 Yo u 1 He 1 She 1
lt/We/The would
walk
Y
Were yo u 1 we 1 they
, walking?
_.::.___
11 Yo u 1 He 1 She 1 lt 1 We 1
They didn't use to walk
1/You/He/She/lt/We/
They wouldn't walk
1 Choose the correct options.
1can't talk now because 1eat /~my dinner.
1 /t snows 1 lt's snowing at the moment.
·'
2 /t snows 1 lt's snowing every year in Siberia.
3 Do you know 1Are you knowing Jessica?
Complete all activities in your notebook.
•
actions in progress ata specific
time in the past.
past actions which are interrupted
by other actions.
Had 11 yo u 1 he 1 she 1 it 1 • an action that happened befare
we 1 they walked?
another action in the past.
------~~---------~-------------~~~~~~-------
Had 11 yo u 1 he 1 she 1
it 1 we 1 they been
walking?
• focusing on the duration of an
action that happened befare
another action in the past.
'•
• Did 11 yo u 1 he 1 she 1 it!
:•
; we 1 they use to walk?
Would 11 you 1 he 1 she 1
it 1 we 1 they walk?
4
•
repeated actions in the past.
past states which are not true
now.
repeated actions in the past, but
n ot past states.
Does it rain 1 /s it raining now?
5 You can have the newspaper -1 don't read 1 'm not
reading it.
6 1don't understand 1 'm not understanding- could you
speak more slowly?
Grammar Workshop
,•
2 Write the words in the correct order to form sentences
in your notebook.
for 1 hours! 1 been 1 l've 1 waiting 1 three 1 over
!'ve- be-e-~ wai-f-i~q .for ove-r -f-¡,_re_e- i\ours/
1
2
3
4
5
studying 1 yo u 1 How 1 he re 7 1 long 1 been 1 have
the 1 three 1 been 1 years. 1 has 1 Ethan 1 guitar 1 learning 1 for
working 1 for 1 Olivia 1 long. 1 been 1 hasn't 1 here
well 1 week. 1 11 been 1 haven't 1 feeling 1 this
all 1 They've 1 playing 1 computer 1 on 1 day. 1 been 1 the
3 Correct the errors in the sentences in your notebook.
One sentence is correct.
l've vmrking as a waitress for fifteen years. wori:.e-J
1 Diana has forgot her homework.
2 1 don't want to come because 1 already saw that film.
3 . Cristina and Elena have just arrived home.
4 Alex has been losing his watch.
5 Pedro haven't been bungee jumping before.
6 Did you eaten anything since yesterday7
4 Complete the sentences in your notebook with
the present perfect simple or the present perfect
continuous, using the prompts.
Yo u loo k ti red -yo u 1 play 1 football 1 all day7
You /ook 1-ire-J - i\ave- ljOU bu~ plalji~q +'oo-f-ball al/ Jalj?
1
2
3
4
5
Please can we stop and rest- we 1 walk 1 for hours.
Eric is very excited- he 1 never 1 visit 1 Cyprus 1 before.
yo u 1 see 1 Tom Cruise's new film yet7
Where's the watch 1lent yo u - what 1 yo u 1 do 1 with it?
Your fa ce is red - what 1 yo u 1 do 7
5 Complete the text in your notebook with the correct
forms of the verbs in brackets.
Andrés lniesta is (be) a Spanish footballer. He usually (1)
(play) in midfield and he (2) (score) many goals for Barcelona
sin ce he (3) (start) playing for them in 2002. Before that, he
(4) (be) in the Barcelona Youth Academy.
Nowadays he regular/y (5) (make) a valuable contribution as
part of the Spanish national team.
6 Complete the text in your notebook with the past simple
or past continuous forms of the verbs in the box.
fie beat focus
grow up
· 7 Complete the verbs in-the second sentence in your
notebook, using the past simple and past p~ect simple.
-
see
start
study
Penelope Cruz was (be) born in 1974 in Madrid, Spain. When
she (1) ... , she had no ambition to be an actress and (2) ...
on dance instead. She (3) ... Pedro Almodóvar's film Tie Me
Up! Tie Me Down! when she was a teenager and then she
(4) ... to take an interest in acting. While she (5) ... at high
school, she attended casting calls and got her big break in
1989 when she (6) ... 300 other girls to win an audition at a
talent agency.
We ate the cake. Mum came in.
After we i\aJ e-a-f-M the cake, Mum caMe- in.
1 Al ex ran past the goalkeeper. Then he seo red' a goal.
After Al ex ... past the goalkeeper, he ... a goal.
2 All the students arrived. Then the lesson began.
By the time the lesson ... , all the students ....
3 The bird saw the cat. Then the bird flew away.
The bird ... away beca use it ... the cat.
4 Stephen finished his popcorn. Then the film began.
Stephen ... his popcorn before the film ....
5 Liz broke her toe. Then she went to the hospital.
Liz ... to the hospital beca use she ... her toe.
8 Complete the sentences in your notebook with the past
perfect simple or past perfect continuous forms of the
verbs in brackets. Do not use other tenses.
After they itaJ e-a-f-e-~ (eat), they went out for a walk.
1 By the time she arrived at school, the rain ... (stop).
2 The teacher was angry beca use the class ... (not
remember) to do their project.
3 They ... (tal k) for hours by the time they went to bed.
4 Agni ... (never 1 see) so much food before.
5 ... (yo u 1 watch) TV continuously sin ce four o'clock in the
morning7
9 Write sentences in your notebook with used to or
would + infinitive, using the prompts. 8oth may be
possible.
Mr Patel 1 take 1 his dog 1 for 1 walk 1 every day.
Mr Pa.f-e-1 use-J 1-o 1 wou/J 1-ake- itis cioq .for a walk e-ve-rlj
cialj.
1 Every summer 1 Julia 1 go 1 holiday 1 Lanzarote.
2 Gonzalo 1 work 1 supermarket?
3
4
5
6
11 live 1 Greece 1 when 1 11 be 1 child.
When 1 he 1 be 1 teenager 1 he 1 not smoke.
100 years ago 1 people 1 not have / televisions.
you 1 play 1 street 1 when 1 you 1 be 1 young7
1 O Complete the text in your notebook with the past
simple or present perfect simple forms of the verbs in
brackets.
Since the early 2000s, Spaniards i\ave- cioMiM-f-e-ci (dominate)
a large number of sports- Fernando Alonso (1) (win) two
Formula One Championships in 2006 and 2006. The Spanish
football tea m (2) (be) successful in the 201 O World Cup,
as well as the 2008 and 2012 UEFA Cups. In tennis, Rafael
Nada/ (3) (become) the youngest player ever to win the four
Grand Slam tournaments. All this sporting success (4) (have)
a positive effect on young Spanish people today and they
(5) (never 1 have) access to such excellent facilities and
training before.
Grammar Workshop
Future forms
11 Yo u 1 He 1 She 1 lt 1 We 1
They will not (won't) walk
1 am
('m) going to
walk
He 1 She 1 lt is ('s)
1 am
Will 11 you 1 he 1 she 1 itl
we 1 they walk?
not ('m not) going
Am 1 going to walk?
to walk
He 1 She 1 lt is not (isn't)
ls he 1 she 1 it going to
walk?
i-7~,;_~:_;:-~:w~_:_i~_ ,~ T-~- ~-k_:_:~ -~- ~- -~- u-~- "~-g-~-'-: : -9_/_:~-:c·_Y_t~_r;;;t ;_~_~n_~--o~_::::k
__
1 Yo u 1 He 1 She 1
lt 1 We 1 They will
('11) be walking
1
__i_
__
;hey
_____
1 1 Yo u 1 He 1 She 1 ltl We 1
They will not (won't) be
walking
11 Complete the sentences in your notebook with the
Wifl 1 1 yo u 1 he 1 she 1 it 1
we 1 they be walking?
•
general predictions about
the future and for promises,
offers and warnings.
·
•
decisions that you make as
you are speaking.
•
•
plans and intentions.
predictions about the future
....
•
1'
~~:don,;decce
we h"'.
¡;
i,
!
i
actions or events that will
~be in progress in the future ..
12 Choose the correct options.
verbs in the box and wi/1 or be going to.
My
i ar
sson starts at 1O a.m. By 10.15 a.m. the lesson
wí/1 ha ve started Vwí/1 be starting.
be
drive
mis5
not 1 rain
ring (x2)
see
1
You're late- we're. qoiVI.q ..f-o Miss the start of the film.
1 Sorry, 1 can't come over tonight- 1 ... a film with Jack.
2 l'm su re it ... on your wedding day!
3 Loo k at that clear sky- it ... a beautiful day.
4 l'm leaving now- 1... you home if you like.
5 'lt's Claire's birthday today.'
'Really? Oh, 1 ... her up then.'
6 'lt's Claire's birthday today.'
'Yes, 1 know. 1 ..• her up later.'
2
3
4
5
Tomorrow morning, Tony is playing tennis between
11 a.m. and 12 p.m. At 11.30 a.m. he wí/1 have p/ayed 1
wi/1 be playing tennis.
l'm going to Portugal on Tuesday morning. By Tuesday
evening, 1 wí/1 have gane 1 wí/1 be going to Portugal.
l'm trying to save for my holiday but 1keep spending al!
my money. By the time 1 go on holiday, 1 wí/1 have spent 1
wi/1 be spending al! my money.
1joined the company last June. By next June, 1wí/1 have
worked 1 wi/1 be working here for a year.
Every morning, Jane leaves the house at 8 a.m. and it
takes her half an hour to cycle to work. Tomorrow at
8.1 O a.m., Jane wí/1 have cyc!ed 1 wí/1 be cycling to work.
Present continuous & present simple for future use
•
We use the present continuous for definite plans and
arrangements in thefuture.
We}re.I\\Uki~ a.f- .f-fte. ciVI.e.Md a.f- se.ve.VI. o'clod:.
Be carefuH We can use be going to + infinitive or the present
continuous total k about plans. We usually use the present
continuous when the plans are short-term and include a
specific time and place.
Grammar Workshop :
Complete al! activities in your notebook.
1
1 1\A. qoiVI.q .f-o Me.e..f- ftiM la.f-e.r. (1 planto do this, but 1 don't
knowwhen.)
1
1 1\A. 1\A.e.e..f-iVI.q ftiM a.f- .f-M o'clod:. (This is already arranged.)
•
We use the present simple for future events that are part
of a timetable.
Our .f-raiVI. arrivt-S a.f- .f-e.VI. o'clock.
13 Complete the text in your notebook with the verbs
in the box, using the present simple, the present
continuous or be going to + infinitive.
arrive
95
leave
see
show
stay
Tense cha,'1ges
take
Hi Sam,
Guess what! I'M qoi~q to Rome tomorrow morning! My
plane (1) ... at 10.15 and (2) ... at 12.30. 1(3) ... with my
Aunty Sofia who lives near the city. She (4) ... me the sights
and my cousin Thomas (S) ... me clubbing! l've already
bought tickets for the opera too. We (6) ... La Boheme on
Tuesday evening. l'm so excited!
Love,
Annie
Ouestion forms
Questions which use continuous forms use the main verb
Unit 1
We use reported speech to express what another person has
said without using their exact words. In formal language we
use that to begin the reported speech el ause, but we often
omit it in informal speech.
'1 have. a he.adache.,' said +he. woMa~.
The. woMa~ said C.f-ha.f-) she. had a he.adache.. When we change direct speech into reported speech, we
change the tense of the main verb by putting it one step
further into the past.
Present simple
+-ing.
Past simple
',;:~,,;;~,;
1 wall::
Whenc we.re. tjou tpi"-1 tje.S.f-e.rdatj?
L/AJ~~-~.ol!i~q
Questions which use simple forms use the main verb in the
infinitive.
~:~dp=~:~d;;;,ple
Subject & object questions
In an object question, the question word refers to the object
of the sentence. The word order is inverted and we use an
auxiliary verb.
Uko
doe.s ThoMaS lil::e.? ThoMaS lil::e.s 1\ll..
Negative questions
We often ask negative questions when we want confirmation
of what we are saying.
You're. la.f-e.. Did~'+ tjou ca.f-ch +he. b o'clocl:: bus?
Howlong ...
Whe.~ did tjou be.coMe. a police. o++ice.r? Whe.~ 1 was 2.1.
14 Complete the sentences with a word or phrase from
the box.
didn't
~
do how long play
weren't when who
What were you platji~q at 7 o'clock last night?
'What ... yo u want?' '1 want a dog.'
2 ' ... have you been a teacher?' 'For ten years.'
3 ... usually wins the footballleague?
4 ,~ ... you at school in Derby in the 1990s? 1remember you.
5 'What game do you ... ?' 'Chess.'
6 ' ... did she leave?' 'S he left late.'
7 ... they bring a present to the party?That's bad!
1
l had wall::e.d
-~~~J::~~:¡;p¡;
~-~--
·
....
·
-¡
We don't change the past perfect simple in reported speech.
-+ He. said +ha+ .f-he.tj had visi+e.d.
'The.tj had visi.f-e.d.'
Most modal and semi-modal verbs (such as shou!d, cou!d,
would, might) do not change tense in reported speech.
1
'You could he.lp hiM. -+ She. said +ha+ 1 could he.lp hiM.
However, will, can and must all change in reported speech.
wi/1
1 will wall::
j
1
-- ------- ---~----j
was 1 were going to ¡
1 was qoi~q +o wall:: _
a m 1 is 1 are going to
1
1 M qoi~q +o wall::
can
We use How long instead of When in order to ask about the
duration of something.
How lo~q have. tjou be.e.~ a polic.e. o++ice.r? For se.ve.~ tje.ars.
~~~~ ~
Past perfect simple
Whe.re. did tjou tp tje.s+e.rdatj?
In. a subject question, the question word refers to the subject
of the sentence. The word order is not inverted and there is no
auxiliary verb.
Uko lil::e.s ThoMas? 1 lil::e. ThoMaS.
.. ········11
wou!d
1 would wall::
1 ca~ wall::
cou!d
1 could wall::
must
1 Mus+ wall::
hadto
1 had +o walk
'1 will butj i.f-.' -+ Sfte. saíd +ha+ she. would butj i.f-.
Pronouns & possessive adjectives
When we change direct speech into reported speech, we must
change words which refer to who the speaker is talking about.
This includes both pronouns and possessive adjectives.
'We. have. alre.adtj e.a+e.~,' he. said. -+ He. said +ha+ +he.tj
had alre.adtj e.a.f-M.
'Our ftouse. is qui+e. biq,' sfte. said. -+ Sfte. said +ha+ .f-he.ir
house. was qui+e. biq.
Time & place expressions
4
When we change direct speech into reported speech, we
must change words or expressions which relate to where the
speaker is and when he or she is speaking.
5
'1 didn't see him yesterday,' said Sarah.
Sarah said that she haven't seen him th~ day befare.
'/ hadn't visited the site until today,' said Stephen.
Stephen said that he hadn't visited the site until that day.
3 Rewrite the sentences in your notebook using reported
Direct speed1
f
Reported speech
~ime expressions
'1 check my Facebook page every ten minutes,' Sarah said.
~::Y
Saraf'. said .f-f'.a.f- sf'.e- c.ku.ke-d f'.e-r f'ac.e-book paqe- e-ve-rtj
.f-e-vt .uivtu.f-e-s.
Lucy said, '1 spoke to my friend on Skype yesterday.'
2 '1'11 take a photo of you,' said Max to me.
3 'You must tell me if you change your email address,' said
Maria's mother.
4 'You've been online for too long, Peter,' said Dad.
5 'We'd never used this website befare,' they said.
6 Stephanie said, 'l'm going to look it up on the internet
now to find out more.'
·········~-~-~~~;~:~;~~ha~-tl:~ · · · · · · ·-~-J
l~tonight --~--~-~~w-~ _!h~!.rt_i2~~
Ghi;(~orning 1 week 1
w~~-~-1
¡
month 1 year)
that (morning 1 week 1
month 1 year)
yesterday
the day before
¡
~:':,,,
·~
1 ----"'-----'------·~··~·~··•
f...
1
speech.
_ _: : . _ _ . . . : . __ _ _ _ _
wwi1
~t-(w-;;k 1 month 1 yeawr)--t-h-e(we;kf~~~~h-/ y~~~-~
~~(-tw_o_d-ay-sf
;g~
a-yewawr-)
1' yeoc) eocl;ec .......•
1
tomorrow
the next 1 following day
j
next (week 1 month 1 year)
the next 1 following (week 1
month 1 year)
1
~lace
j
1
this
that
1
these
those
--------------l
r----~-
1
here
1
. there
1 Read the article. Then complete the summary in your
notebook, rewriting the bold verbs in reported speech.
A recent study by The Keck School of Medicine in America
shows how teenagers who (1) se e photographs on social
networking sites of their friends drinking alcohol and
smoking (2) are more likely to try it themselves. Thomas W.
Valente (3) is the study's main investigator and he said, 'Our
study (4) shows that adolescents (5) can be influenced by
their friends' online pictures to smoke or drink alcohol.
read an article that said that a recent study sf'.ot()e-d how
teenagers who (1) ... photographs on social networking sites
of their friends drinking alcohol and smoking (2) ... more
likely to try it themselves. lt said that Thomas W. Valente
(3) ... the study's main investigator. He said that their study
(4) ... that adolescents (5) ... be influenced by their friends'
online pictures to smoke or drink alcohol.
1
2 Correct the error in the second sentence of each pair in
your notebook. One sentence is correct.
Michael said, '1 saw your brother yesterday.'
Michael said that he had seen my brother yes"teFsay.
.f-f'.e- datj be-+'oreMy aunt said, '1'11 check my messages befare we leave.'
My aunt said that she would check my messages before
we left.
2 Tom said, 'l'm going to the cinema tonight.'
Tom said that he had been going to the cinema that
night.
3 'We must wait for your brother to arrive,' said Mum.
Mum said that we have to wait for my brother to arrive.
Grammar Workshop
Reporting verbs take a variety of different structures and sorne
verbs can take more than one structure.
For te!/(+ object), promíse (+ object), say, announce, deny and
admít, we use verb + that.
expressions
r··~-w~~-
Reporting verbs & structures
ti '11 c.all
tjou.'
Ske- .f-old .ue- .f-ka.f- ske- t()ould c.all
.ue-.
lhe-tj pro.uise-d .ue- .f-ka.f- .f-ke-tj
t()ould c.o.ue-.
He- said .f-ka.f- ke- like-d i.f-.
tWe- '11 c.o.ue-.'
tilike
i.f-.'
ti' .u preqvtavt.f-.'
tOK., i did
Ske- avtvtouvtc.ed .f-ka.f- ske [()aS
preqvtan.f-.
He denied .f-ka.f- ke- kad ea.f-en
i.f-.
He- ad.ui.f-.f-ed .f-ka.f- ke- kad doM i.f-.
i.f-.'
For offer, promise, agree, te//(+ object), ask (+ object), advíse
(+ object), arder(+ object), warn (+ object) and remínd
(+ object), we use verb + to + infinitive. For negative
sentences, we use verb + not + to + infinitive.
tSkall i drive tjou~'
ti '11 .f-ex.f-
tjou.'
He- o+'+'e-red .f-o drive- us.
He pro.uised .f-o .f-ex.f-
tyes, i'll c.o.ue.'
Ske aqreed .f-o
.ue-.
c.o.ue-.
tS.f-avtd up.'
Ske .f-old .ue .f-o stand up.
tS.f-atj +'or diMe-r.'
ti t()ouldvt'.f- drive i+'
1 [()ere tjou.'
.ue- .f-o s.f-atj +'or diMer.
He- advise-d .ue- no.f- .f-o drive.
tDon'.f- do i.f-.'
He- orde-re-d Me vto.f- .f-o do i.f-.
tDon'.f- drive- dot()vt
.f-ka.f- road.'
He- t()arvted .ue- vto.f- .f-o drive- dot()n
.f-ka.f- road.
Sf'.e- asked
<Don'+ +'orqe.f- .f-o .f-ake Sf'.e re-.uinde-d .ue .f-o .f-ake
tjour baq.'
.Utj baq.
For apologize for, accuse (+ object) of, suggest, admít and
congratulate (+ object) on, we use verb + -íng.
<¡'.u sorrtj 1 broke
i.f-.'
i.f-.'
<Skall t()e qo ou.f-
He apoloqized +'or breakivtq i.f-.
'You s.f-ole
He- ac.c.used .ue o+ s.f-ealivtq
so.ue.f-i.ue~'
tyes, i .f-ook
He- suqqes.f-ed
so.ue-.f-i.ue.
Ske ad.ui.f-.f-ed
i.f-.'
<Well dovte +'or
.
)
passmq tjour exa.us.
Complete ail activities in your notebook.
-
1111111111
i.f-.
qoivtq ou.f.f-akinq i.f-.
Ske conqra.f-ula.f-ed .ue on passinq
.Utj exa.us.
Ana:
No, 1didn't. Where (2) is he?
each pair.
Nat:
He's at the Pavelló Olímpic de Badalona.
'Don't do that a ain,' said his teacher.
His teacher ordere 1 promised him never todo it again.
1 'You've broken my phone, Marta,' said Manuel.
Manuel suggested 1 accused Marta of breaking his phone.
2 Miriam said, '1'11 take a photo of you.'
Miria m offered 1 apo/ogized to take a photo of them.
3 '1 don't think it's a good idea to use your real name
online,' he said.
He advised 1 asked her not to use her real name online.
4 'l'm sorry 1didn't call you,' said Claudia.
Claudia ordered 1 apologized for not calling me.
5 'The test has been cancelled,' said the teacher.
The teacher announced 1suggested that the test had
been cancelled.
6 '1 didn't know that he was a member,' said Stella.
Stella denied 1 promised knowing that he was a member.
Ana:
Really? What (3) 's he doing there?
Nat:
Ana:
He must be at the concert tonight! (4) Did you know
he was going?
No, 1didn't! Why (5) didn't he tell us?
Nat:
1
4 Choose the correct options in the second sentence of
5 Your teacher talked to you about staying safe on
social networking sites. Rewrite what he said in your
notebook in reported speech.
'You must take internet safety seriously.'
He ordered us +o -f-ak10- i~-f-U)I.IO--f- sa+'I0-1-tj SIO-riouSitj.
1 'Learn how to use the privacy features of any social
networking site that you use.'
He told us ...
2 'l'm happy to recommend so me safe websites if yo u líke.'
He offered ...
3 'Never give any personal information about yourself such
as your phone number, address or school.'
He advised us ...
4 'Sorne people líe about their identities online.'
He accused so me people of ...
5 '1 will help you to sort out any problems you have online.'
He promised ...
Reported questions
Reported questions have a different word arder from direct
questions (the same as an affirmative sentence). We also
change the tenses used in the same way as we do for reported
statements.
Verb + subject (direct question)
'Wh10-r10- art. ':fOU +'rom~' sh10- ask10-ci.
Subject + verb (reported question)
Sh10- ask10-ci m10- tt)l-\10-riO- l141aS +rom.
lf a direct question uses question words such as who, why,
when, how or what, we repeat the question word in the
reported question.
'UkA..¡..'s -f-h10- -f-im10-~ 1 -+ Sl-\10- ask10-J m10- 14Jka..¡.. -f-h10- -f-im10- tt)aS.
lf a direct question doesn't use question words, we use if or
whether in the reported question instead.
'Ar10- tjou happtj?' h10- ask10-ci h10-r. -+ H10- ask~ 1-\10-r
~ Sl-\10- tt)aS happtj.
Ana asked Nat what sh10- was Joi~q on there so late.
1 Nat asked Ana if ... where Marco had checked in.
2 Ana asked Nat where ... .
3 Ana asked Nat what ... there.
4 Nat asked Ana whether ... that he was going to the
concert.
5 Ana asked Nat why ... them.
7 Write reported questions for these answers in your
notebook.
Beatriz told Silvia, 'l'm eating my dinner now.'
Silvia ask10-ci "610-a-f-riz tt)l-\a-f- sh10- was Joi~q a+ +ha+ -f-im10-.
1 'My birthday is on 16 July,' Harriet told Alex.
2
3
4
5
6
Ana:
Hey, Nat, what are you doing on here so late?
Nat:
Just checking my messages. (1) Did you see where
Marco checked in on Facebook?
'l'm crying because l'm cutting an onion,' Lucy told Joe.
'The tall boy is my brother,' Víctor told Raul.
'Yes, llike carrots,' Julia told Ruben.
'1 had a sandwich for lunch,' Tomas told Sonia.
'No, l'm nota member of friends.com,' Caroline told Fran.
Unit2
Relative pronouns & adverbs
We use relative pronouns and adverbs to add a new relative
clause to a sentence. We choose a relative pronoun or adverb
that refers to the noun befare the relative clause:
bo!:fl
bo':f l4lko wo~ -f-h10- rac10-/
We use who or that to refer to people.
miO- platjiO-r l4lko 1 &..¡.. Scor10-J -f-h10- qoa! ÍS happtj.
We use whose to express possession.
ma+'s &
ma+'s &
ma+'s -f-h10- ma~ l41kost. rack10--f- 1 borrow10-ci.
Whose is different from who's, which is the contracted form of
who is or who has.
We use which or that to refer to things.
1 o~ltj wa-f-ch spor+s 14lkiek 1 &..¡.. i~-f-10-re-s+ me-.
We use where to refer to places.
miS is -f-he- CJtj""- MJki.rt. he- use-J -f-o M.e-rcise-.
We use that or when orto refer to time.
Oc-f-obe-r is +he- mo~+h t.4ku. 1 s+ar+ u~iv10-rsi-f-tj.
1 Choose the correct options.
The hospital who ~~~~ was born no longer exists.
1 The students where 1 who passed their exams celebrated.
2 The man who's 1 whose laptop was stolen called the
;+ 1
6 Coq¡plete the reported questions in your notebook.
don't know ... We'll have to ask him tomorrow!
3
4
5
police.
Football is a sport that 1 where many people enjoy.
18 June is when 1 that 1had my first karate lesson.
This is the swimming pool that 1 where 1go every week.
2 Complete the text in your notebook with relative
4 Complete the second sentence in your notebook with
pronouns or adverbs.
a defining or non-defining relative clause. Add commas
where necessary.
Teenage tennis stars: a thing of the past
lsa lives in New York. She went to see the US Open final.
lsa, who live.s i~ Ne.w York, went to see the US Open final.
1 Miguel is very tal l. He's good at basketball.
Miguel ... is good at basketball.
2 Lionel Messi is a footballer. He scored the most goals in La
Liga last year.
Lionel Messi is the footballer ... last year.
The 1980s and 1990s were times t<Jke.~ teenagers regularly
used to win men's tennis grand slams. Paris was the place
(1) ... the youngest man ever won a grand slam- Michael
Chang won the French Open aged seventeen in 1989. Today,
however, the game is dominated by men in their 20s, such
as Rafael Nada! and Nova k Djokovic, (2) ... experience and
strength are too much for younger players.
Boris Becker, (3) ... was only seventeen (4) ... he first won
Wimbledon, thinks this is caused by poor coaching. Others
believe it is dueto the increased physical requirements of the
game today, (5) ... mean that m en have to train for years to
become strong enough to compete.
3
Rafael Nadal,comes from Majorca. He's won thirteen
Grand Slam titles.
Rafael Nada! ... has won thirteen Grand Slam titles.
The Thames is a river in London. The famous Oxford vs
Cambridge boat race is held there.
The Thames is the river in London ... is held.
This is my tennis racket. 1used it when 1won the final.
This is the tennis racket ... the final.
4
Definíng & non-defining relative clauses
Defining relative clauses give essential information about the
noun they follow. Without the relative clause, the sentence
would be incomplete and would not make sense. Compare:
5
that~
what & which
Tha-t-'s 1-ke. a-t-hle-1-e..
Tha-t-'s +he. a-t-kle-1-e.
l4lko
WOil
& tpkJ
~.
Non-defining relative clauses give extra, non-essential
information about the noun they follow. lf we remove the
relative clause, the sentence still makes sense. Compare:
That is used:
to refer to a noun 1 nouns that come(s) before it.
•
Te.~~is
IAJorid Ct~p 1-iáe.+s are. o~ sale. ~ot<l.
Worid
Ct~p
1-iáe.+s, IC!kidt c.os-t- €100, are.
is +he. spor-t-&+ l love. Mos+.
after al/, everything, nothing, something and superlatives.
•
All &+ he.
141ko's a ~ball f>lal:fe.r, is calle.d Marco.
bro-t-he.r, 141ko's c.a!le.d ~' is a +oo.f-ball plat¡e.r.
is +o
wi~ +his race..
&..f- t¡ot~ re.ad.
The.re.'s 11.~ &+ca~ be. done..
We can combine two simple sentences in two ways by using
non-defining clauses. We usually put the less important piece
of information into the non-defining clause.
Mia's bro-t-he.r is calle.d Marco. He.'s a +oo+ball plat¡e.r.
wa~+s
Do~'+ be.lie.ve. t..VUI:f.f-kiKq
o~ sale. ~ow.
ls +his
Do &
SOf\IL...f-ki11.1 &+
i~+e.re.s+s t:¡ot~?
bt..s..f- &+ t¡ot~ can.
in informal style instead of when, who or which.
•
Mia's bro-t-he.r,
IAJi~+e.r is
Mia's
cloh~ is +he. qt~t¡ &..f- t¡ot~'re. looki~q +or.
in informal style instead of where, if we add a place
preposition at the end of the clause.
Omitting relative pronouns
Note: We can omit who, when, where, which or that if it is the
object of a defining relative clause, but we cannot omit whose.
This is very common in spoken English.
The.se. are. +he. +rai~e.rs Cwhich 1 1-ha.f-) he. wore. whe.~ he.
broke. +he. worid re-cord.
We always use commas to separate a non-defining clause from
the rest of the sentence. We cannot omit who, which, when
or where from a non-defining relative clause, nor can we start
one with that.
His +oo.f-ball ki-t-, which his dad bot~qh+, was otpe.~sive..
•
+he. se.ason &+ we. qo swiMMinq.
This is +he. pool &+ we. qo swiMMi~q ill.
Which is used to refer to:
• a noun 1 nouns that come(s) before it.
f'oo+ball is a qaMe. IC!kidt l e.~otj plat¡inq.
el ause that comes before it.
We. plat¡e.d a Ma-t-ch +odatj, IC!kidt was e.xci+inq.
What does not refer to a noun that comes before it. lt acts as a
•
the whole of the
noun and relative pronoun and means 'the thing(s) that'.
l cot~ldn '+ be.lie.ve. 141ka..f- he. was Sat;¡inq.
5 Complete the sentences in your notebook with that,
3 ldentify the sentences that contain non-defining
relative da uses. Copy the sentences, adding commas
where necessary. Cross out the relative pronoun if it
can be omitted.
Tom's friend, who lives in Dubai, is an architect. ./
1 This is the triathlon that 1 took part in last year.
2 The race which is five kilometres long is in London.
3 Usain Bolt who is the fastest man in the world ran in the
London Olympics.
4 14 June is the date when we first met.
5 We met him on Sunday when we were visiting friends.
Grammar Workshop '
Complete ail activities in your notebook.
what or which. Write the pronoun in brackets if it can
be omitted.
Yoga is something c+ha-f-) 1 do every day.
1 1 did a ten-kilometre run yesterday, ... was tiring.
2 Kate is the girl ... we were talking about yesterday.
3 Let me see ... yo u bought at the shops today.
4 This is the hardest workout ... 1 have ever done.
5 He's broken his ankle, ... is very painful.
6
Do you remember ... the teacher told yo u todo?
6 Correct the errors in the sentences in your notebook.
When we form the passive in other tenses, we use be in the
same tense as we would in the active sentence:
One sentence is correct. In which sentences can the
pronoun be omitted?
ls there anything wfl.at 1can do for you? +ita+
1 This is the football what 1 used when 1 was a child.
2 1go running three times a week, that keeps me fit.
3 Here's something what you can wear if you get cold.
4 1didn't hear that he said.
5 This is the highest mountain which he has ever climbed.
Present continuous
Formal & informal structures
In informal style, prepositions in relative clauses go after the
verb.
. Past perfect simple
' itaJ e.a+e.n
LAse. +ite. ki+ .witicit Ljoú 've. bun providt.d Mli.f-k.
cle.sse. O.we.ns is +ite. a+itle.+e. .wito .we. ke.ard abot.M- in class.
In formal style, prepositions in relative clauses go befare which
and whom.
Ple.ase. use. +ite. b+ .wi.f-k 141kic.h tjou itave. bun provide.d.
cle.sse. O.we.ns is +ite. a+itle.+e. abotM- l4lkOI\I. .we. ite.arJ in class.
7 Join the sentences together in your notebook in two
itaJ be.e.n e.a+e.n
wi/1
; .will e.a+
.will be. e.a+e.n
···----~-~
goíng to
is 1 are. qoinq +o be.
,i_5~~-~!'~:JOI~Cj~() IC({-f- . -~~~c::_fe.n
: Modal verbs
' can 1 tttus+ 1 sitou!J e.a+
ways (informal and formal) using relative pronouns.
e.a+e.n
Active & passive forms
We form the passive voice with be + past participle. We use be
in the same tense that we would use in the active sentence.
Cac+ive.l Consumers buy many products online. -+
Cpassive.l Many products are bought online by consumers.
Some irregular verbs have very different past participles.
See irregular verb list on pages 150-151
Sorne verbs don't have a passive form. This includes intransitive
verbs (which don't take an object) such as die, s/eep and swim.
Use
We use the passive to emphasize the action (the verb) rather
than who or what (the agent) did the action. Compare:
l bouqit+ a ne..w pitone. las+ .wuk. (Active- it is important to
say who bought it.)
lhousands o+ ne..w pitone-s are. bouqit+ e.ve.rtj Jatj. (Passiveit isn't important to say who buys them.)
In active sentences, the subject of the verb is also the agent
(the person doing the action). When we change an active
sentence into the passive, the object of the active sentence
becomes the subject. We add by+ agent to the end of the
passive sentence to show who is doing the action.
Form
The present simple passive is formed as follows:
D_io~r~~ .... ~-J~e.s~i<Jnl'-~~-~•~ -~h~i~s~c~o~a~+~·..
... __
,_ subject (age~t)__~-v~erb(~_ct_iv_e)~~- -~
11
am ('m)
! You 1 We 1 They
are ('re)
i He 1 She 1 lt
~~~~--
is ('s)
am not ('m not)
!
/1
Yo u 1 We 1 They
! He 1 She 1 lt
i Are
''
¡ ls
'
1
The passive with by
Unit3
IAm·~~
. ..... ¡1
can 1 tttus+ 1 sitou!J be.
Speiiing
This is the event. We've been preparing for this event all year.
Informal: This is the event .witicit .we. 've. be.e.n pre.parinq +'or
all tje.ar.
Formal: This is the event +'or .witicit .we. itave. be.e.n pncparinq
all tje.ar.
These are the main problems. We need to concentrate on
them during your training.
a Informal: These are the main problems .. .
b Formal: These are the m ain problems .. .
2 Seville is the city. We were talking about Seville yesterday.
a Informal: Seville is the city .. .
b Formal: Seville is the city .. .
1
i
·1
'
are not (aren't)
past participle
'
is not (isn't)
··~~~~
~~~--~
yo u 1 we 1 they
;¡
he 1 she 1 it
:
past participle
past participle
?
object_ ~~--j
---.......:
We can omit by+ agent from a passive sentence:
• when the agent is unknown.
Mtj baq itas bun +ake.n. (1 don't know who took it.)
•
~¡
when the agent is very obvious or not important.
lhe. +itie.+' .was arre.s+e.J. (The agent- the police- is
obvious.)
•
if we do not want to name the agent.
1he.. Mirror w~s broke...-1. wfl.ile.. teJe.. we..re.. Movinq it.
(We don't want to say who broke it.)
lt's not always possible to omit by+ agent. Sorne sentences
need an agent because it gives important information.
to
1he.. book w~s writte..n bt:~ cf\~rie..s Dicke..ns.
Sopfl.i~.
-~·····················-·······~····l
tke..
pre..se..nt.
1 Complete the second text in your notebook with the
verbs in the correct passive forms.
Helping homeless teens
There are about 1,100 homeless teenagers who (1) attend
high schools in Clark County, Nevada. Project 150 is an
organization that (2) is helping homeless young people.
On 9 August 2013, they (3) held a Back-to-School Teen
Shopping Day. Organizers (4) set up a room with a wide
range of clothes, which the local community (5) had
donated. They (6) gave teenagers a bag when they walked
in and (7) told them to take whatever they needed.
Helping homeless teens
High schools in Clark County, Nevada (1) ... by about 1,100
homeless teenagers. Homeless young people (2) ... by an
organization called Project 150. On 9 August 2013, a Backto-School Teen Shopping Day (3) .... A room (4) ... with a
wide range of clothes, which (5) ... by the local community.
Teenagers (6) ... a bag when they walked in and they (7) ...
to take whatever they needed.
2 Write sentences in your notebook using the prompts
and by. Omit the agent if it is not necessary.
more than 1 500 books 1 buy 1 people 1 yesterday.
More.. tfl.~tt 600 books we..re.. bouqkt t:~e..ste..rd~t:!·
1 shoplifter 1 arrest 1 someone 1 this morning.
2 shoppers 1 offer 1 discounts 1 someone 1 next week.
3 the ring 1 steal 1 someone 1 from 1 jewellers 1 last week.
4 the new shopping centre 1 open 1 mayor 1 tomorrow?
5 this shirt 1 wear 1 David Beckham 1 next season?
3 Correct five more errors in the passives in the text in
forms.
He told the children the truth.
a The children we..re.. 1-old the truth.
b The truth w~s told to the children.
He gave the waiter a tip.
a A tip ... to the waiter. b The waiter ... a ti p.
2 Messi passed the ball to Ramirez.
a Ramirez ... the ball.
b The ball ... to Ramirez.
3 1sent three texts to Mario.
a Mario ... three texts.
b Three texts ... to Mario.
4 He brought us the bill.
b We ... the bill.
a The bill ... to us.
5
She taught them French.
a French ... to them.
b They ... French.
5 Rewrite the sentences in your notebook in the passive
in two different ways. Omit the agent.
He gave a €20 note to the shop assistant.
1he.. skop ~ssist~nt w~s qive..n ~
A €20 note..
€20 note...
w~s qive.~~. to tfl.e.. sfl.op ~ssist~nt.
1 They showed the dress to the girl.
2 Someone gave sorne money to Naomi.
3 Someone offered me a refund.
4 They sold a car to Ben.
5 He has sent a letter to Simone.
Impersonal & infinitive forms
your notebook.
More time is Sf3eA8iA§ spe..nt by Americans in shopping malls
than anywhere else (except home and work). The largest mal!
in the world was been opened in 1992 in Minnesota.
• More than 500 stores, 50 restaurants, fourteen cinema
screens and an amusement park have found there.
• lt is visit by 40 mi ilion people each year.
• More than 5,000 weddings have being performed there.
• Over 400 events are being held inside the mal! every year.
Passive with two objects
When an active sentence has two objects, there are two
possible passive sentences. To rewrite this kind of sentence in
the passive, one of the objects becomes the subject and the
other remains the object. The object that is changed into the
subject is emphasized.
Grammar Workshop
4 Complete the sentences in your notebook with passive
Complete ail activíties in your notebook.
News reports often use the following passive construction with
the verbs believe, think, rumour and report:
lt + (be) + past participle + that
1he..t:~ be..!ie..ve.. tfl.~t tke.. tfl.ie..+ qot ~tc!~t:!·
lt is be..lie..ve..J tk~t tfl.e.. tkie..+ qot ~tcJ~t:!·
1he..t:~ tkink tfl.~t s~le..s ~re.. qoinq up.
lt is tkouqkt tfl.~t s~Je..s ~re.. qoinq up.
1he..t:~ spre..~d ~ ruMour tk~t tke.. skop will clase...
lt is ruMoure..d tfl.~t tke.. sfl.op will clase...
1he..t:~ re..porte..J tk~t tfl.e.. skopti+te..rs k~ve.. be..e..n ~rre..ste..J.
lt is re..porte..J tfl.~t tfl.e.. skopti+te..rs k~ve.. bun ~rre..ste..d.
Passive infinitives in the present and perfect are also possible.
1he.. tkie..+ is be..tie..ve..J to k~ve.. qot ~tcJ~t:!·
s~te..s ~re.. tfl.ouqfl.t to be.. qoinq up.
1he.. sfl.op is ruMoure..J to be.. closinq.
Skopli+te..rs ~re.. re..porte..d to fl.~ve.. be..e..n ~rre..ste..d.
6
Order the words to form sentences in your notebook.
•
rumoured 1 there 1 lt 1 be 1 is 1 problems. 1 that 1 will
l-11
2
3
4
5
;+
is ruMoure.d 1-1-tt:~-1- 1-1-te.re. will be. proble.MS.
reported 1 away. 1 Consumers 1 staying 1 be 1 are 1 to
cheaper. 1 online 1 believed 1 lt 1 that 1 is 1 are 1 sales
thought 1 be 1 The 1 fake. 1 designer watches 1 to 1 are
are 1 that 1 lt 1 satisfied. 1 is 1 customers 1 thought
rumoured 1 be 1 Shop owners 1 to 1 nervous. 1 are
;+
•
7
Rewrite the sentences in your notebook in two
different ways using impersonal and infinitive passive
forms.
?l
m
deliver
paint
2
refund
smash
l'm going to get my car -9i\(e.d tomorrow.
1 They're having their new sofa ... today.
2 Carlos had his car ... last night and the stereo was stolen.
3 Rita got her bedroom ... purple last month.
4 My neighbours had their window ... with a brick.
5 Rachel had her money ... by the bank.
9
Correct the errors in the sentences in your notebook.
One sentence is correct.
1 !tE* my house burgled yesterday. 1-tad
1
2
3
4
5
They had a photo taking yesterday.
1 had my leg been bitten by a dog.
Theo always has his hair cut by the same hairdresser.
Sandra got her purse stolen in the city centre.
The shoppers had their bags pack.
we.
John wouldn't voter;m¡;s"ff)l providing that he was required to
bylaw.
1 There shouldn't be any trouble even if 1 providing that the
protesters don't break any laws.
2 The area will continue to be dangerous if 1 even if CCTV
cameras are installed.
3 The homelessness problem won't be solved unless 1 if the
community doesn't do something to help.
4 The Mayor will stand for re-election as long as 1 even if
we all support him.
l 1-tt:~ve. 1 qe.-1- Mtj ·qroc.e.rtj sl-toppil'tq de.live.re.d.
We use have + object + past participle when a person does
something bad to us.
Complete the sentences in your notebook with the
correct forms of the verbs in the box.
ke.e.p
1 Choose the correct options.
We use have or get + object + past participle when a person
does a task for us.
l've. 1-tt:~d Mtj l='ac.e.book t:~c.coul'\1- 1-tt:~cke.d.
we.
criMe- le.ve.ls will c.ol't-1-il'tue. 1-o +au l'f'O\'idi""S &.fke.e.p 1-1-te. saMe. 1'\t~Mbe.r o-9 polic.e- o-9-9ic.e.rs.
The causative
break into
;+ we. ke.e.p
criMe. le.ve.ls wiH c.ol'\1-il'\ue. 1-o -9t:~ll as 1~ as
1-1-te- SaMe- 1'\uMbe.r o-9 polic.e. o-9-9ic.e.rs.
qood ide-a.
12e.c.tjclil'tq is 1-1-touql-t-1- 1-o be. ?l qood ide-a.
1 They report that organic items are popular.
2 They think that a personal shopper is a luxury.
3 They spread a rumour that the products are made in
factories with unsafe conditions.
4 They think that buying items from this website is risky.
5 They believe that this shopkeeper is dishonest.
8
We can use providing that oras long as (usually in first
conditional sentences) to mean but only if. Compare:
criMe. le.ve.ts will c.ol'\1-il'tue. 1-o +all btl'f- 01\ltj
1-1-te. SaMe. 1'\UMbe.r o-9 polic.e. o-9-9ic.e-rs.
They think that recycling is a good idea.
l-1- is 1-1-touql-t-1- 1-1-tt:~-1- re.c.tjclil'\q is
We can use even if instead of if to show that the result will
not be affected by the condition. Compare:
1
ífte. wor-Ke.rs wol'\ 1- s-1-rike.
1-1-te.ir waqe.s are.
il'tc.re.ase.d. (The workers will strike. But ¡f their wages are
increased, they won't strike.)
ífte. worke.rs will s-1-rike. tNu
1-1-te.ir wt:~qe.s are.
i1tc.re.ase.d. (The workers will strike if their wages are
increased and if their wages are not increased.)
Rewrite the sentences in your notebook using the
phrases in bold.
He'll cometo the party but only if Sandra invites him. (as
long as)
He.'ll coMe. 1-o 1-1-te. par-1-tj as (ol'\q as Sa1tdra il'tvi-1-e.s 1-tiM.
1 Rafaella is determined to join the commune. lt doesn't
matter if her parents don't approve. (even if)
2 We won't be able to take part in the demonstration if we
don't leave immediately. (unless)
3 They'll stay in the caravan as long as there is electricity.
(providing that)
4 The judge won't give him a fine if he agrees to do
community service. (as long as)
Conditionals
Conditional sentences contain two clauses: a conditional
clause (which starts with if) and a result clause.
We can change the order of the two clauses, but when the
conditional clause comes first, we follow it with a comma.
Unit 4
as long as, even if, providing that, unless
Conditional clauses usually start with if. In some situations we
can replace ifwith unless, providing that oras long as.
•
Wt can use unless to mean if ... not in negative
conditional sentences. Compare:
We.'ll
We.'ll
be.
be.
lt:~-1-e.
There are several types of conditionals, which vary according to
the degree of probability they express.
;+ we. dOM. .f- le.ave. 1'\ow.
la-1-e. Mlt.SS
1
we.
le.t:~ve.
Mw.
Grammar Workshop
First conditional
3 Order the words to form sentences in your notebook,
adding punctuation where necessary. Then write which
conditional form is used in each sentence.
Form
i íf + present simple,
íf + present simple
!.+ t_Jou Jo ·Hte. race.,
1
l 11 SflOilSDr' t_Jou
$500,000
-------~-----,
wí/1 + infinitive
1
mi/lionaire 1 don ate 1 charity 1 lf 1 11 11 to 1 would 1 was 1 a 1
wí/1 + infinitive
f~
1+ l tiJaS a MillioMire., l woulcl clo~a+e. ~500,000 +o chari+tj.
1
Se.co~cl co~cli+ioMI
1 11 SflOilSDr' t_Jou.
i.+ tjou Jo +he. race..
1
2
Use
We use the first conditional:
3
4
•
to discuss possible or probable future events.
•
t+ IJJC. afl ..f-ake. rar..f- i~ ..f-he. ?ro..f-e.s..f-, IJJC. fl Make. a
Ji++e.rMce..
to make promises and give warnings.
1
4 Complete the sentences in your notebook with the
correct forms of the verbs in brackets.
lf you had brought your umbrella, you woulcl~'+ have. qo+
(get) wet.
1 lf the po/ice had got more money, they ... (put) more
officers on the street.
2 1'11 cal/ yo u if 1... (get) /ost.
3 ... yo u ... (go) fishing if it rains?
4 lf you won the lottery, what ... you ... (do)?
5 lf 1hadn't seen his speech, 1... (not change) my mind.
You IJJo~'+ Make. a Ji++e.rMce. ¡.(: tjOU Jo~'+ +ake. rar+
;~ +he. rro+e.s+.
We can't use wi/1 in the conditional c/ause.
Second conditional
Form
i íf + past simple,
~
wou/d + infinitive
[~;~~Id ~ i~fi~it~e~~~~-if;p~~¡~ pÍ~ ~~~~~- ~~~
!.+ l W a
1
1 J u-1- ttp
lo+ o+ Mo~e.tj, l
a col\.\.1\.lu~e.
-- ~
~~ -~- -~.
5 Complete the second sentence in your notebook so that
it has the same meaning as the first.
The jury didn't find him guilty beca use there wasn't enough
convincing evidence.
J u-1- ttp a coMMU~e..
;.+ l W a lo+ o+ Mo~e.tj.
1
t+ l tiJaS ..f-he. rre.siJe.~..f-, 1 IJJouiJ cha~qe. al! ..f-he.
qove.rnMe.~..f- \)Oiicie.S.
lf there hacl be.e.~ More. co~vi~ci~q e.viciMce., +he. jurt_J woulcl
have. +ou~J hiM quil..f-tj.
1 1 haven't got enough time to learn Spanish.
lf 1 ...
2 lt was raining, so not many people turned up to vote.
lf it ...
To discuss imaginary or improbable events in the future.
3
Use
We use the second conditional:
•
•
footba/1 1 it 1 lf 1 play 1 1 1 rains 1 won't
overslept 1 have 1 lf 1 wouldn't 1 him 1 hadn't 1 you 1 you 1 seen
if 1 volunteer 1 she 1 time 1 had 1 Sara 1 wou/d
me 1 would 1 lf 1 had 1 yo u 1 come 1 11 invited 1 have
to discuss imaginary situations in the present.
t'J s+uJtj e.co~oMics ;.(: lwe.~+ +o HarvarJ ú(~ive.rsi+tj.
We can use were instead of was with /,he, she and it in the
conditional clause. We use this expression to give advice.
4
l IJJouiJ~ + Jo +ha+ ;+ l MJtrt. t_Jou.
1
5
Third conditional
ley roads are the only thing that wi/1 stop us from making
the journey tomorrow.
lf the ...
The dog might be hungry /ater. Wi/1 you feed her?
Willyou ...
John broke the law so he went to prison.
lf John ...
Conditionals with modals
Form
l íf + past perfect,
wou!d ha ve + past participle
!
íf + past perfect
j
¡;~~dha~~p~stp~rticiple
¡.+ t_jOU Md applit-J t_jOU MIOllfd ltav~ ~ a~ i~..f-e.rvie.IJJ.
You MIOuld ltav~ ~ a~ i~+e.rvie.w i.+ tjou W applit-d.
1
Use
We use the third conditional to discuss hypothetica/ past
events (which didn't happen).
We. wouiJ~'+ have. Misse.J +he. bus ¡.(: we.'J qo+ ur e.ar1tj.
We can use sorne modal verbs in the conditional forms in both
parts of the clauses.
Modals in the first conditional
We can use moda/s instead of wi/1 in the result clause of a first
conditional sentence:
•
to show possibility.
•
1+ t_Jou vo+e. +or hiM, he. ~ 1
to show permission.
1\Ut;jk..f- wi~ +he. e.le.c+io~.
¡.(: tjou've. +ille.J ou+ +he. +orl\.\.1 t_Jou
(We didn't get up early, so we missed the bus.)
c:tUl
vo+e.
ÍMMC.J ia..f-e.ftj.
•
to show obligation.
•
to make a suggestion.
¡_(: t_jOU aqre.e. wi..f-h hiS \)Oiicie.S, t_jOU 1\\áS.f- Vo..f-e. +or hiM.
¡_(: t_jOU rC. i~..f-e.re.S..f-e.J i~ \)Oii..f-icS, t_jOU skollfd VO..f-C..
We can use moda/s in the conditional clause of a first conditional
sentence.
1
1+ t_Jou ca~'+ walk, 1 11 qive. t_Jou a li-9+.
1
Grammar Workshop
Complete a/1 activities in your notebook.
4
Modals in the second conditional
We can use modals instead of wou/d in the result clause of a
second conditional sentence:
•
•
to show ability.
1~ Vte. VtaJ .f- it~.~.e., Vte.
c.ot.ckl
5
Vte.ljJ ivt. .f-Vte. C.Ot\.I.Mttvt.i.f-tj.
VVishes & regrets
to show possibilíty.
1~ Vi.e. l()ovt. €:'1 t~.~.illiovt., Vi.e. l\li1t+ qive. i+ all +o c.Vi.ari+t¡.
We can use could in the conditional clause of a second
conditional sentence:
•
•
Form: wish + past perfect
Vi.e.l? a+ +Vi.e.
•
to give permission.
1~ l()e. c.ot.ckl l()e.ar our ol()vt. c.lo+Vi.e.s, +Vi.e.vt. l()e. l()ou!J be.
ltajJjJtj +o c.ot~.~.e. +o sc.Vi.ool.
•
Fonn: vvish + vvould
8 Match 1-4 with A-E.
1
2
3
4
+Vi.e.t¡ Vi.aJ kvt.ol()vt. abou+ +Vi.e. e.!e.c.+iovt., +Vi.e.t¡ l\li1t.f-
6 Choose the correct options.
9
interested in this subject, then yo u (1) might 1 should read
Making History by Stephen Fry- he imagines what (2) might 1
should have happened in a world where Adolf Hitler had
never been born. He showed that if Hitler hadn't been in
power, another ruthless leader (3) can 1 cou/d have emerged
in his place. lf this alternative leader had been more effective
than Hitler, then Germany (4) could 1 couldn't have developed
nuclear bombs. What's more, if Germany had had nuclear
bombs, then they (5) had to 1 might have been able to destroy
Stalin's Soviet Un ion and domínate Europe. lf you (6) could 1
must change the course of history, would yo u do it?
2
lt's possible that 1would join a gym if 1had more money.
lf 1had more money, 1 t~.~.iqVt+ joivt. a gym.
1 lt's possible that he'll take a gap year if he doesn't get
into college.
lf he doesn't get into college, he ... a gap year.
2 lt would be a good idea to study biology if you want to
become a doctor.
lf yo u want to beco me a doctor, yo u ... biology.
3 1car¡rt sing, so 1didn't join my local choir.
lf 1 ... , 1would join my local choir.
fly like a bird.
go on holiday together.
eaten all that cake.
rain all day.
be quiet and go to sleep.
c.ou!J ?lat¡ the cello.
never have shouted at Osear.
1 ... at Osear.
CaréJ misses her fiancé.
Cara ... here.
Hassan can't speak French. He really wants to.
Hassan ... French.
Hannah feels really bad about lying to her friend.
Hannah ... to her frien d.
My neighbour is making a noise and 1can't sleep.
1 ... quiet.
1 can't play the cello. ll()islt l
~ou ever imagined what it would be like if you must 1
~alter the past and change the course of history? lf you're
it means the same as the first, using an appropriate
modal verb.
1 wish
Complete the second sentence in your notebook so
that it has a similar meaning to the first sentence. Use
between three and five words including wish.
1
7 Complete the second sentence in your notebook so that
we could ... ~A
she would . . .
B
1wish 1could . . .
C
1wish 1hadn't ...
D
1wish it wouldn't ...
E
1 wish
to show possibility.
1~
to express a dissatisfaction with what somebody is doing in
the present. We don't use this about ourselves.
1 MJisk Vi.e. 14ot.ckl s+o? t~.~.akivt.q +Ita+ vt.oise.. (He's making a
noise. 1 want him to stop.)
e.le.c.+iovt..
MVt. vo+e.J.
We can use could + perfect infinitive in the conditional clause
of a third conditional sentence to show ability.
1~ Vi.e. c.ot.ckl MVt. vo+~, Vi.e. l()ou!J Vi.ave. Jovt.e..
to express a desire for the present.
•
We can use modals in the result clause of a third conditional
sentence:
+~te.
(1 did vote for him. Now 1
Form: wish + could
l MJisk 1 c.ot.dd s+avt.J ~or e.le.c.-1-iovt.. (1 want to but 1can't.)
t¡ou c.ot.ckl Vi.ave. avt.t¡job, l()Vi.a+ l()ou!J t¡ou Jo?
to show ability.
1~ 1 Vi.aJ jJOs-1-e.J Mt¡ ~ort\.1. ivt. -1-it~.~.e., 1 c.ot.dd MVt. vo+e.J ivt.
vo+tod ~or kit~.~..
regret it.)
Modals in the third conditional
•
to express regrets about the past.
1MJisk.l kad11.).f-
to show possibility.
1~
•
We can use wish in a number of ways:
to show ability.
1~ 1 c.ot.dd SjJe.ak Mavt.Jarivt., 1 l()ou!J
C.Ot\.l.t\.I.Uvt.i.f-tj c.e.vt..f-re..
•
lf they had known you were ill, it's possible that they
wouldn't have come.
lf they had known yo u were ill, they ....
lf you live in this country, it's necessary to pay taxes.
lf yo u live in this country, yo u ... taxes.
3
4
S
1 should
Unit 5
Functions of modal verbs
Use
Modal verbs work with a main verb to add extra meaning.
can't
mustn't
can
be allowed to
S+ucie.vt.+s c.a11.).f- use. i+.
clti!Jre.vt. IIA.tlS.f1l) +al k ivt.
+Vi.e. c.orriciors.
+
You c.a11. we.ar t¡our owvt.
c.lo+Vi.e.s.
!AJe. )re.
&ello~ +o
l()a.f-c.Vi.
-l-Itis sltow.
Grammar Workshop
Semi-modals, such as ought to, are verbs that have some of
the characteristics of modal verbs. Some verbs, such as have to,
function in a similar way to modal verbs but don't share any of
the common modal characteristics.
1eaJl Spe.~k 11-~li~n.
He. c.ould unJe.rs+~nJ
e.ve.rLJ+Yiinq.
me.LJ ewt. ablt- ..f-o con-te..
We. ~t.d ..f-o -finisY\ i+.
You 1\WS..f- obe.lj +Yie. l~t<J.
All s+uJe.n+s kavt- ..f-o si+
+Yiis e.x~n.~..
You II.U.<1 ..f-o t<Je.c<r
clo+Yie.s.
We.
c:IOI\)..f-
1
1 Yo u 1 We 1 They
He 1 She 1 lt
ha ve
sn.~.~r+
kavt- ..f-o qo +o
infinitive
have . to
infinitive
1/you 1
we 1 they
. have
he 1 she 1 it
Do
Do es
+Yie. p~r+LJ.
You II.U.dll)..f- re.~J 1-f\is
to
has
to
infinitive- ?
cft~p+e.r.
S+uJe.n+s should s-1-uJLj
-for 1-f\is +e.s+.
You ~..f- ..f-o cft~nqe.
LJour T-sftir+.
He. kac:l bt-..f-..f-t.r Y\~ve. ~
had better
1
Match 1-5 with A-F.
1
2
3
4
5
Y\~ircu+.
mis Jre.ss Mat:f be.
e.xpe.nsive..
1 may ...
Students mustn't ...
You should ...
Helen can't ...
We're allowed to ...
He must ...
We. mi~..f- qo ou+ -for
Jinne.r.
11- c.oiJlcJ
r~in 1~1-e.r.
No, +YI~+ c.all 1..f- be. 1-fte.
e.nJ.
mis 1\WS..f- be. ftis co~+.
Fashion blog
Sf\e. sftouiJn 1+ t<Je.~r +YI~+ skir+.
C~n 1 Spe.~k not<J?
Don't know what clothes yo u ~@)! needn't be wearing
this season? Yo u (1) must 1 needn't worry beca use we
(2) don't ha ve to 1 can give yo u lots of ideas ...
• Burgundy (3) might 1 managed to be this season's musthave colour because it was all over the catwalks at Paris
and London Fashion Weeks.
• You (4) 'd better 1 mustn't start growing your ha ir
because it looks as though hippie style (5) could 1 can't
be back! You (6) mustn't 1 ought to look out for long,
floral skirts and flared trousers.
Modals can form contractions when used in the negative.
•
Sf\e. sf\ouiJ
le.~rn
Gre.e.k.
Modals do not take -sin the third person.
1 c~n
pl~lj
1-fte.
Jrun.~.s.
He.
c~n pl~t¡
1-fte.
Jrun.~.s
+oo.
Modals do not use the auxiliary do 1 does to form
negatives, questions or short answers.
•
•
me.t¡ sftouiJ no+ visi+.
-+
me.LJ sftou1Jn 11- visi+.
11 Yo u 1 He 1 She 1 lt 1 We 1 They
1
bring phones to school
beca use it's against the rules.
B play the piano, but she can
play the violin.
e be quiet or he'll wake up the
baby.
D start learning Mandarín- 1
haven't decided yet.
E take an umbrella - it looks as
though it'll rain.
F take dictionaries into the
exam with us.
2 Choose the correct options.
Form
Modal verbs share the following characteristics:
• We put an infinitive without to after most modal verbs.
•
A
1 You 1 He 1 She 1 lt 1 We 1 They
modal verb
modal verb
infinitive
~~:~~~~rb +
infinitive
1 1 yo u 1 he 1 she 1 it 1
we /they
infinitive
Remember that you (7) must 1 don't ha ve to spend a
fortune to look great- you (8) should 1 shouldn't look in
second hand shops beca use you (9) 'd better 1 may find
amazing vintage items for low prices.
l\bility, permission & prohibition
Ability
We use can and be ab/e to total k about general ability. The
negatives are can't and not be able to 1 be unable to.
1eaJl riJe. ~ bike.. 1 1eafl)..f- riJe. ~ bike..
.?
1 m ablt- ..f-o ~++e.nJ +Yie. +~sf\iol'l.
~++e.11.J +Yie. +~sftiol'l. sftot<J.
1
We use
could to tal k about general ability in the past.
~ bike. t<Jfte.n 1 t<J~S ~ cftiiJ.
1c.ould riJe.
Grammar Workshop
Complete all activities in your notebook.
-
.
sftot<J. 1 1)1\lllo..f- ablt- ..f-o
,
1
We use was able to and managed to to refer to a particular
effort in a specific situation in the past. The negatives are
wasn't ab/e to and didn't manage to.
ablt. .f-o qe-+ +o +ke-
He- telaS +itt?lfltj
able. .f-o qe-+ +o +ke-
tte-x+ le-ve-1.
5 Complete the text in your notebook with the verbs in
the box and should 1 ought to or shouldn't 1 ought
notto.
1 He- waSit 1.f-
find
1
1
riJe- a bilée- t~Jke-tt l tiJaS tjouttqe-r.
o+ +ke- tte-tiJ kattóbaq btj Dior.
1 c.otdd11. .f- qd koiJ
Permission
We use can and be allowed to to talk about permission.
We-
ea~~. t~Je-ar t~Jka+e-ve-r t~Je- like-
The- c.kildre-tt
are.
allo~Cle.J
+o +ke- par+tj.
.f-o e-a+ c.kocola+e- +oJatj.
Prohibition
We use mustn't or can't total k about prohibition.
You 114t1S..f-1!. .f- t~Je-ar +raitte-rs
1
itt 1-kis re-s+auratt+.
S+uJe-tt+s ea~~. .f- borrot~J More- +hatt +our books a+ a 1-iMe-.
1
3 Complete the sentences in your notebook with the
phrases in the box.
can't come
mustn't use
make
~
take
undersell
The craze for colourful satchels
Successful businesswoman Julie Deane of Cambridge
Satchels has some words of advice for young entrepreneurs:
• you skouiJ súze- any opportunities that come your way.
• yo u (1) ... risks.
• yo u (2) ... the most of the opportunities to market online.
• yo u (3) ... your customers. Get to know your audience
really well so that you can meet their needs.
• yo u (4) ... your product.
• yo u (5) ... partners who yo u can work with to enhance
your brand.
11\\a~ .f-o qe-+ koiJ o+ +ke- tte-tiJ kattóbt:~q btj Dior. 1 l
did11. 1.f- ~e. .f-o qe-1- koiJ o+ +ke- tte-tiJ kattóbaq btj Dior.
We use couldn't in general and specific situations in the past.
1 c.otddl!. .f-
ignore
tte-x+ Ie-vd
couldn't speak managed to find
're allowed to spend was able to buy
Obligation & no obligation
In affirmative sentences, we can use must, need to and have to
to discuss obligations.
We- 1\WS.f- +alée- our passpor+s.
You ro.u.d .f-o kave- 1-kis vacc.itt?l1-iott.
We- kave. .f-o t~Je-ar S11Aar+ c!o+he-s.
In negative sentences, we use needn't and don't have to when
there is no obligation.
You c.att'+ c.oi1Ae- into this restaurant without a tie.
1 1 ... those new shoes 1wanted.
2 We ... our money on whatever we like.
3 She ... French at all when she arrived he re.
4 Yo u ... my lipstick again.
5 1... my keys after hunting for three hours.
We- ro.u.d11. 1.f- butj a 1-ickd.
1
You d011. .f- kave. .f-o t~Je-ar +raitte-rs.
6 Rewrite the school rules in your notebook using
appropriate modal verbs.
lt's necessary for students to wear school uniform at all times.
S+uJe-tt+s Mus+ t~Je-ar sc.hoo! utti+om a+ a!l 1-iMeS.
1 Year ten students are obliged to take exams every term.
2 Year eight students are obliged to be at school by 7.45.
3 Students are not obliged to eat in the school canteen.
4 Bachillerato students are not obliged to study Art.
4 Correct the errors in the sentences in your notebook.
One sentence is correct.
l.Af.a5 you able to read that fashion blog? We-re1 He can't speak Greek when he was a child.
2 We mustn't make a noise in the library.
3 He don't manage to win the race last week.
4 Are you allowed play football inside?
5 He doesn't able to attend the meeting yesterday.
Advice
You
skotdd qo +o +ka+ Me-e-+ittq.
skotdd11. 1.f- t~Je-ar +ka+ Jre-ss.
Ought to is more formal than should.
He- o~.f- .f-o 1-kittk abou+ re-1-irittq.
The-tj o~.f- 11.o.f- .f-o báave- !ike- +ka+.
Had better implies negative consequences if the advice is not
followed.
The-tj'J be-++er t~Jear
Possibility
We can use may, might or cou/d to show possibility.
l
We use should, ought to and had better to give advice and
make recommendations.
You
Possibility, deduction & modal perfects
a coa+ or 1-ke-tj'll be- co!J.
tjou'!l MiSS tjour e-xai1A.
You'J be-++e-r tto+ be- la+e- or
1\ta/:f t~Je-ar +ha+ purp!e
Jress.
He- 1\li<jt.f- s+uJtj +ashiott.
t+
c.otdd
be- +utt.
We can use may not or might not in the negative.
1 1\ta/:f
11.o.f-
t~Je-ar
He- 1\li<jt.f- 1\o.f-
+ha+ purp!e- Jre-ss.
s+uJtj +ashiott.
Deduction
We use must and can't when we make a logical deduction.
We use mustwhen we are certain something is true and can't
when we are certain something is impossible.
11-
1\WS.f- be1
1-iMe- +or Jitttte-r bec.ause- l'11A huttqrtj.
Tha+ ea~~. .f- be-
+he e-ttJ a!re-aJtj!
4
Modal perfects
lt was a mistake that 1didn't eat breakfast.
1 ... breakfast.
Form
5
We've definitely missed the train by now.
We ... the train by now.
Unit 6
Gerunds & infinitives
Verb + gerund or ínfinitive
When we use two verbs together in a sentence, the second
verb will be either a gerund or an infinitive.
He. Mi~.f- MVI!. ~ +o +fte. ci11.e.nta.
You skotdciK)+ MVI!. oput.c:l +fte. Joor.
Skotdcl sfte. MVI!. +olcl kit~.~. tje.s+e.rJatj?
Use
We can use sorne modal verbs with
talk about past events.
•
bu.~\
saJ wke-11. fte. ke.arJ +ke- 1\EO-wS.
•
We use can't have + past participle to express an
impossibility in the past.
1+ ~)+ MVI!. bu.~\ cloft11. tjou saw - fte.'s abroaJ.
•
We use míght have, may have or could have + past
participle to express a possibility in the past.
•
These are sorne common verbs that take the gerund. We form
the negative by putting not before the gerund.
have + past participle to
We use must have + past participle to express a certainty or
make a logical deduction about the past.
He. 1\\llS.f- Mve.
The.tj e.~otj M~ +e.11.11.is. (verb + gerund)
The.tj wa11.+ +o M +e-MiS. (verb + to infinitive)
admit advise avoid can't help
can't imagine can't stand complete consider discuss
dislike don't mind enjoy finish give up imagine
1 ~)+ kt.lp 14la+dtil\t3 +kis skow.
1 cliSIU ;piM.t;¡ +o +ke- Jot+is+'s.
These are sorne common verbs that take to + infinitive. We
form the negative by putting not before to + infinitive.
afford agree appear arrange ask attempt beg
choose dare decide demand deserve expect
fail hesitate hope intend learn manage mean
need offer prepare pretend promise refuse seem
threaten wait want wish 'd /would like
He. Mi~+ MVI!. visi+u 1 IIW:f MVI!. visi+u 1 c.otdcJ MVI!.
visi+u kis +rie-11.J.
We also use cou/d have + past participle to suggest an
alternative past action, even though it is now too late.
me. skop assis+at'l+ eotdcl MVI!. bu.~\ More- fte.tp+u!.
•
We use should have + past participle when we wish
something had happened in the past, but it didn't happen.
•
We use shouldn't have + past participle when we wish
something had not happened in the past, but it did.
He. skotdcl Mve. s+ucliu +or +fta+ +e-s+.
1 skotddK)+ Mve. borrol41t.c:l tjour jacke.+ wi+kou+ asb11.'l
1 re.+uu +o qive. up kope..
Ske- -1-krut+~ +o le-ave. ke-r job.
Sorne verbs (e.g. begín, hate, like, /ove, prefer, start) can take
the gerund or infinitive with no change in meaning.
1 !ove- t'fai1il'.t3 +ke. violi11.. 1 1 !ove.
7 Complete these sentences in your notebook with may,
+
might, cou/d, must or can't.
We t~.~.atj cometo the party- we're not sure yet.
1 That ... be Kiera's brother beca use he looks just like her.
2 1don't know where Leo is- he ... be in the garden.
3 He's just finished the marathon- he ... be feeling ti red
but very proud.
4 Rob's been fired from his job? That ... be right beca use
he's just gota promotion and a pay rise.
8 Complete the second sentence in your notebook so
that it means the same as the first sentence, using an
appropriate modal perfect.
l'm sure that her jeans were really expensive.
Her jeans t~.~.us+ kave- be.e-11. really expensive.
1 lt's possible that he won the award last night.
He ... the award last night.
2 lt was a bad idea for her to stay up all night studying.
She ... up al! night studying.
3 There's absolutely no way that he enjoyed that film.
He ... that film.
Grammar Workshop
Complete al! activítíes in your notebook.
+o t'fal:f +ke. violi11..
However, there are sorne verbs, such as forget, go on, mean,
regret, remember, stop and try, which can take either the
gerund orto+ infinitive but with different meanings:
to infinitive
+ gerund
not forget
--~-·····- ~-~---···--···-~·-·---!
. have a memory of something
1 t~.~.us+ rt.l\lt.lllbe.r +o btf11 a carJ +or Harrie.+.
1 rt.l\lt.lllbe.r btf11il\t3 a carJ +or Harrie.+ las+ tje-ar.
Other rules for gerunds and infinitlves
We use a gerund:
• as the subject or object of a verb.
~iM.t;J
is a qre.a+ watj +o re.lax.
•
after prepositions.
•
Skake.spe.are. is +at~.~.ous ~ 14lri+il\t3 platjS a11.J poe.+rtj.
after be 1 get used to.
liSe.cl +o clrivi11.t3 lo11.q Jis+a11.ce.s.
You'll Soot'l qe.+ liSe.cl +o spe.ak;Kt3 f"re-1\.ck.
I)M
We use
to + infinítive:
•
after adjectives.
•
to give a reason or show purpose.
1'M ve.rtj
sacl +o lt.ave. tjou.
He. we-11.+ +o +ke. skops
+o btf11 a coa+.
1 Complete the text in your notebook with the verbs in
brackets in the gerund or infinitive.
GeA··f-i~tq (get) a job is not easy these days. Yusuf Hameed
has been trying (1) ... (look for) work for some time. He
was shocked (2) ... (discover) that it's his tattoos that have
prevented him from (3) ... (find) a job. Potential employers
decided (4) ... (not offer) him a position beca use they felt his
tattoos did not fit the company image. Hameed now regrets
(5) ... (have) so many tattoos.
•
A perfect participle is formed with having + past participle:
•
A perfect participle can be formed with both active and
passive verbs:
·
1-tavi~tq walke.J
1-tavi~tq be.e.~t
Si-te. .was c.rt¡i~tq .wl-te.~t si-te. le..f+ +1-te. rooM. 1 cr~i~, si-te.
le.+f +1-te. rooM.
2 Write sentences using the prompts in your notebook.
He. .was -friql-t+e.~te.J so 1-te. ra~t as +as+ as 1-te. c.ouiJ. 1
fri~-1-ut.d, 1-te. ra~t as +as+ as 1-te. c.ouiJ.
When one action happens at the same time as another
action, we use the present participle:
Wl-tile. 1-te. .was walki~tq up +1-te. s+airs, 1-te. -fai~t+e.J.
James 1 enjoy 1 work 1 animals.
claMe-S e.~ot¡s wor-ki~tq wi-H-t a~tiMals.
1 Kay's interview 1 seem 1 go well 1 yesterday.
2 Apply 1 jobs 1 be 1 always 1 time-consuming.
3 Josh 1 be used to 1 attend 1 job interviews.
4 Angela 1 be 1 happy 1 see 1 her friends 1 last night.
These verbs can take either verb + to infinitive or verb + object
+ to infinitive:
1 wouiJ
beg expect help mean want would hate
would like would !ove would prefer
love. .f-o C-01\tt.. 1 1 wouiJ love. ~ou .f-o C-01\tt..
These verbs can take only verb + object + to infinitive:
enable
He.
force
invite order persuade
teach tell warn
rut.illdt.d 1\\t. .f-o patj-
1 The.t¡
•
l41alld~ up +1-te. s+airs, 1-te. -fain+e.J.
When one action happens before another action, we use the
perfect participle:
Verb + object + infinitive
ask
remind
Firs+ 1-te. 1-taJ 1-tis bre.ak-fas+. The.~t 1-te. we.~t+ ou+.
Hewi~ W 1-tis bre.ak-fas+, 1-te. wM+ ou+.
When one short action follows another short action, we can
use the present participle instead of the perfect participle:
He. pic.ke.J up 1-tis pl-to~te.. ThM 1-te. le.-f+ +1-te. 1-touse..
l'i~ up 1-tis pi-tone., 1-te. le.-f+ +1-te. 1-touse..
• Participial phrases describe situations using fewer words
than other clauses. We often use this type of clause
to explain something orto say why somebody does
something. lt is more common in written English.
He. 1-taJ be.e.~t looki~tq -for ajob -for six Mo~t+l-ts wi+l-tou+
suc.c.e.ss, so 1-te. s+ar+e.J +o qive. up !-tope..
-+orc.t.d kil\l .f-o t3"·
~
rema in 1 here. 1 would 1 to 1 11 prefer
1 wouiJ pre..fe.r +o re.Mai~t 1-te.re..
1 him 1 warned 1 stay 1 She 1 to 1 away.
2 to 1 He 1 me 1 not 1 disagree. 1 expected
3
boss 1 staff 1 work 1 to 1 The 1 persuaded 1 overtime. 1 his
stay 1 night? 1 Did 1 Sara 1 invite 1 to 1 yo u 1 the
4 Complete the second sentence in your notebook, using
either to + infinitive or object + to + infinitive, so that it
•
With sense verbs such as see, watch, hear, fee! and notice,
a present participle emphasizes the entire action.
•
When we aren't using sense verbs, the participle and the
main clause should have the same subject.
1 no+ic.e.J +1-te. pe.ople. le.avi~.
LLav~ +1-te. 1-touse., 1-te. si-tu+ +1-te. Joor.
5 Correct the errors in the sentences in your notebook.
means the same as the first sentence.
One sentence is correct.
'You must eat your vegetables,' his mum told him.
His mum forced 1-tiM +o e.a+ his vegetables.
1 'Piease, please, please let us go,' Sara asked her mum.
Sara begged ... them go.
2 'l'd like to eat some cake,' said Olivia.
Olivia wanted ... so me cake.
3 '1 knew 1was going to win the award,' said Pete.
Pete had expected ... the award.
4 '1 really don't want to lose touch with him,' she said.
She would like ... touch with him.
Having ~ goodbye to his friend, he hung up. saiJ
1 Looked out of the window, he thought of France.
2 1 saw the thief ran away.
3 Smiling, he closed the book.
Participles & participial phrases
Form
• A p~sent participle is formed with verb + -ing: walki~tq
•
-+or
ajob .for six Mon+l-ts wi+l-tou+ suc.c.e.ss, 1-te.
s+ar+e.J +o qive. up !-tope..
3 Order the words to form sentences in your notebook.
4
qivM
Use
• We can use present or past participles as adjectives:
A past participle is formed with verb + -ed: walke.J
There are a number of irregular past participle forms, for
example gane, found and forgotten.
4
5
Having spoke to her boss, she went home.
Having had watched the match, he went to bed.
6 Join the sentences in your notebook using a present
participle or perfect participle.
1
paid for my ticket. Then 1 went into the cinema.
Havinq paiJ .for Mt¡ +ic.ke.+, 1 we.n+ in+o +1-te. c.ine.Ma.
1 1 was hungry. So 1 ate a snack.
2 Freya bought some stamps. Then she posted the card.
3 He felt cold. So he put on a jumper.
4 Leo had already eaten. So he didn't go to the restaurant.
5 She didn't want to watch the film. So she read a book.
Vocabulary Workshop Unit 1
Language & communication
1 Match the language features in the box to sentences
1-5 in your notebook.
false friend
2
idiom
proverb
rumour
synonym
He's a pain in the neck!
ls English an easy idiom to learn?
3 A picture is worth a thousand words.
4 'Hey, guess what! Josh stole the Marshalls' car!'
5 To have a row means the same as to have an
argument.
2 Follow the instructions.
1
2
3
4
Name two more false friends.
Think of a synonym for interesting.
Translate a proverb from your language into English.
lnvent a rumour about a celebrity.
5 Think of another idiom and write a sentence that
includes it.
3 Complete the phrases in your notebook with an
appropriate verb.
5 Complete sentences 1-9 in your notebook with the
correct form of the phrases in exercise 4.
1 After living in ltaly for ten years 1 can ... ltalian ....
2 Don't trust Nathan; he's always ... about others.
3
People who ... in English say '1'11 give you a ring' when
they're going to cal! you.
4
Stop shouting at each other! Why do yo u ... about
everything?
5 When you ... with someone, it's normally quick and
informal.
6 When yo u ... with someone, it's normally more indepth.
7 A Can you ... 7
B Yes, my mum's French so l'm bilingual.
8 There's a test tomorrow. Can you ... to everyone?
9 The teacher has asked meto .... Everyone did really
well in the exam!
The internet & social networks
6 Copy and complete the word web in your notebook
with the words in the box.
chatroom cookies cyberbully follower go online
hacker log off post an update retweet status update
post sth online
3 ...
3
... a chat
2
... a rumour
4
... in public
4 Copy and complete A-C with an appropriate verb.
t!
A ...
a chat
a discussion
an argument
Vocabulary Workshop
B ...
gossip
the good news
the word
e ...
a second language
slang
fluently
Complete al! activities in yournotebook.
browsing
Key Vocabulary
7 Look at the social media icons tree.
Which icons mean:
unread mail?
2
shop online?
3
wire/ess connection?
4
safe site?
5
zoom in?
On the phone
8 Choose the correct word for
each photo.
1
make 1 do a cal/
2
3 switch off 1 tum down
4
hang up 1 cut off a cal/
listen in 1 get through on a cal/
your phone
9 Complete the reported sentences in your notebook with phrasal verbs to
replace the bold words.
LANGUAGE &
COMMUNICATION
accent (n)
bilingual (adj)
cognate (n)
comment on (v)
false friend (n)
fl uently (adv)
have a chat!a
dialogue*/a
discussion */an
argument (v)
idiom (n)
keep in touch (v)
meaning (n)
mother tongue (n)
proverb (n)
saying (n)
second language (n)
slang (n)
speak in public (v)
spread a rumour/
gossip/the good
news/the word (v)
synonym (n)
translation (n)
THE INTERNET
& SOCIAL
NETWORKS
blogger (n)
chatroom (n)
cookies (n)
cyberbully (n)
delete an account (v)
folfower (n)
go online (v)
hacker (n)
internet addiction (n)
log off (phr v)
post an update (v)
post sth online (v)
profile update (n)
retweet (v)
safe site (n)
screen time (n)
shop online (v)
social network (n)
status update (n)
Tweet (n)
tweet (v)
unread mail (n)
user (n)
wireless connection (n)
zoom in (v)
ON THE PHONE
call back (phr v)
cut sb off (phr v)
get through (phr v)
hang up (phr v)
listen in (phr v)
make a call (v)
quieten down (phr v)
ring up (phr v)
run out of (phr v)
switch off (phr v)
top up (phr v)
turn down (phr v)
FALSE FRIENDS &
COGNATES
case (n)
cure (v)
etiquette (n)
manners (n)
realize (v)
stay (v)
*These expressions may
be false friends.
'/ must put the phone down, but 1'11 phone you again tomorrow.'
She said that she had to ~tmq up, but she would c.alf Me- bac.k later.
Revísing vocabulary (learning idioms)
'Oh no! 1 don't have enough credit on my phone!'
Tip -+ Record new English expressions by
writing their definitions in English. You
should a/so think about how you'd translate
them into your language.
He said he had ... of credit on his phone.
2
'Can you put sorne money on my mobile phone?'
3
'1 think you should lower the volume of your ringtone, Jack.'
spre-ad
She suggested Jack ... his ringtone.
Task -+ Highlight al/ the idioms in the word
list and write them in your notebook with
their definitions in English.
He asked if 1 could ... his mobile phone.
4
'1 managed to get connected to an operator after 20 minutes.'
She said that she had managed to ... to an operator after 20 minutes.
5
.f-~e-
word "' .f-e-Ir
o.f-~e-rs
ne-ws
'lt's rude to try to hear what other people are saying on the phone.'
He told me it was rude to try to ... on other peop/e's phone ca lis.
10 ~ lnvent questions to ask your classmates and conducta survey. lnclude
the phrases in the box.
Do tjcyu
e-ver lis-f-Ot in on o.f-~e,r pe-ople- 1S c.atrs?
f,·
cut sb off
listen in
hang up
run out
top up
turn down
Vocabulary Workshop
Vocabulary Workshop Unit 2
Sport
Movement verbs
1 Read the rules and complete the words in your
notebook.
S Look at the photos and complete the sentences in
your notebook using the correct form of the verbs in
the box.
Word formation
chase
Some words have various parts of speech. Pay attention
to any spelling changes when adding suffixes to words.
Some words simply add a suffix, others double the last
letter, whereas others requíre changes to the root of the
word and/or drop the last letter.
Verb
Noun (person) Noun (object/activity)
swím
(1) swim...
(2) swim ...
(3) particip...
particípate
cross
jog
jump
march
(4) partícíp ...
He's ... after the ball.
2
skip
2
He's ... over a hurdle.
4
She's ....
Copy and complete the table in your notebook with
the correct forms of the words given. Check your
answers in the word Jist.
Noun (person)
Verb
No un
(object/activity)
support
(1) ...
support
(2) ...
rider
ride
compete
(3) ...
(4) ...
-
champíon
(5) ...
(6) ...
dí ver
dive
cycle
(7) ...
cycle
3 Complete the opposites in your notebook with
words from the box.
be disqualified from bao off carry on
get through support
be knocked out
1= •••
2
give up, drop out
3
cheer on
1= .•••
4
qualify for
5 take part
5
He's ... over the
finishing line.
6 They're ... along
the road.
6 Complete the texts in your notebook using the
correct form of the words in the box.
1= •..
1= ..•
1= •••
4 Write two or three sentences for this photo in your
notebook to describe the aspects of sport that
it shows.
Vocabulary Workshop
3 They're ... around
a park.
chase
cross
dive
ski
run
swim
Key Vocabulary
Keeping fit
7 Read the rule and complete the missing words in your notebook.
Collocations
In English, we use pairs or groups of words together to form common
collocations, e.g.
make (1)
...
appointment,
(2) ...
supp!ements,
participate
(3) ... (4) ... competition.
lose
get into shape.
These are set groups of words that naturally go together, e.g. we can
weight but we
can't
give up tNeight;
we can
keep fit,
but we
8 Complete the text in your notebook with the correct form of the verbs in
the box. There are two words you do not need.
become
enrol
get
give
join
keep
lose
put on
take
SPORT
be disqualified (v)
be knocked out (phr v)
boo off (phr v)
carry on (phr v)
champion (n)
championship (n)
cheer on (phr v)
competition (n)
competitor (n)
crowd (n)
diver (n)
drop out (of a race)
(phr v)
endurance (n)
event (n)
final (n)
get through (to the
final) (phr v)
give up* (phr v)
league title (n)
participant (n)
qualify (v)
race (n)
rider (n)
sign up (phr v)
spectator (n)
stadium (n)
stamina (n)
supporter (n)
take part in (phr v)
team (n)
teammate (n)
tournament (n)
MOVEMENT
VERBS
chase (after) (v)
climb (up/along) (v)
crawl (through) (v)
cross (over) (v)
dive (into) (v)
get (over) (v)
jog (round) (v)
jump (across/into/
ouVover) (v)
march (along) (v)
ski (down) (v)
skip (v)
swim (through) (v)
walk (over) (v)
KEEPING FIT
become a member (v)
bulk up (phr v)
en rol (in a class) (v)
enter (a competition)
(v)
feel unwell (v)
get into shape (v)
get together (phr v)
give up* (phr v)
go on a diet (v)
join (a gym) (v)
keep fit (v)
lose weight (v)
make an appointment
(v)
put on weight (v)
stop smoking (v)
take supplements (v)
take up (phr v)
training (n)
SUFFIXES
businessman/woman
(n)
entrant (n)
founder (n)
organizer (n)
specialist (n)
*These phrasal verbs
have slightly different
meanings
Revising vocabulary (collocations)
Tip -+ When learning new collocations
in English, pay attention to the key
words (verbs/nouns/adjectives) as well as
prepositions and articles.
Task-+ Choose five collocations from the
word list and write sentences about you.
9 Use the Keeping fit words and phrases in the word list to give advice to a
friend or relative who:
•
has put on a lot of weight.
•
wants to stop smoking.
•
wants to get into shape.
•
is., feeling unwell.
tf
Vocabulary Workshop
~""'-
- r · - - - - - - - -
---
------------
---
Vocabulary Workshop Unit 3
Shopping
ldioms
1 Copy and complete the word web in your
notebook with the words in the box.
4
Read the rule and identify the correct answer.
ldioms are groups of words whose meanings are different
to the meaning of the individual words they contain. For
example, gets out of hand means:
a that control has been lost.
browse cash changing room
credit card customer department store
get a refund personal shopper save up
shopping trip sweatshop window shopping
b that someone lets go of someone else's hand.
e that someone drops something.
charity shop
S Write sentences in your notebook about these people and
objects using the idioms in the box.
boutique
3 ...
be hooked on be on a high be up to your eyeballs in
cost an arm and a leg feel down retail therapy
get a discount
5 ...
6 .. .
7 .. .
10 by ...
9 in ...
..
cashier
sales a s s i s t a n t - - - - . .
-
11 ...
12 ...
2 Complete the text in your notebook with
the correct form of words and phrases from
exercise 1.
(l) ••. todayc~]:tpw
choose to s!top at ·
hlgb.-streetshops,
.-..... _·· _· • _•..._._••.•.._... ·•· _..
.
. .o:rorder .goo~sJrom
~i(2) .. :
. Howeveryl}u shop, t}oitethlcatl:yand
~elyt~1top~Íil~~thlcal~y Ifieans notbu9i!lg froín
c~paniest!rat rnak~ tlleir:prot!ucts• in (3) ... /
Remell1bertheyntake mo~ey by{4} ... the wírr~ers
t1tat cte(lte their goods.
B\lvm~rw;isety meárls not ·
sf!én~g··•filQI~-t~Y?ucan aff!:!ttl.~~t1lleáns
(?J~"; untit;vru.lta,ve enough Ílloney, • ~rshop~ing
in thesales~ ~uying etbitally
wise1y rneans
b~gseco!ld~ñ~d:thiilg$~~(6).~ .. That.wa.y
and
you-cílll sp..yém"Qney_-artd help othe:rs.
3 What are the advantages and disadvantages
·! of shopping online and shopping in a town?
Write sentences in your notebook using words
from exercise 1.
Vocabulary Workshop
Complete all activities in your notebook.
6 What would you be doing if you:
•
were shopping on a
shoestring?
•
went on a spending spree?
•
•
•
tightened your belt?
shopped 'til you dropped?
were living hand to mouth?
-
Key Vocabulary
Waste
SHOPPING
7 Copy and complete the table in your notebook with the correct forms of
the words given. What are the adjective forms of sustain and recycle?
(1) ...
dump
emit
(2) ...
(3) ...
pollution 1 pollutant
consume
(4) ... 1 consumer
(5) ...
waste
sustain
(6) ...
recyc/e
(7) ...
8 Complete the sentences in your notebook using words from the word list.
1 Industrial chemicals are some of the world's most dangerous ....
2 Solar and wind power are examples of ... energy.
3
Apples are the food which people ... most. A lot of them end up in the bin.
4 We ... about half the food produced in landfills.
5 The ... from petrol and gas create 36% of the carbon dioxide in the a ir.
6 A third of all the food bought by ... in the UK is thrown away.
9 Decide which five verbs in the box can be used to label photos 1-5. Then
write a sentence for each photo in your notebook. Use the verb, noun or
adjective form of the word.
consume
dispose
emit
incinerate
manufacture
pollute
recycle
renew
afford (v)
auction (n)
bargain (n)
boutique (n)
brand (n)
browse (v)
cashier (n)
changing room (n)
charity shop (n)
customer (n)
deliver (v)
department store (n)
exchange (v)
get a discount (v)
arder (v)
pay in cash 1 by credit
card (v)
personal shopper (n)
refund (n, v)
rip sb off (phr v)
sales (n)
sales assistant (n)
save up (phr v)
second-hand (adj)
shopping trip (n)
sweatshop (n)
take sth back (phr v)
try sth on (phr v)
try sth out (phr v)
window shopping (n)
IDIOMS
be bitten by the bug
(exp)
be hooked on (exp)
be on a high (exp)
be up to your eyeballs
in (exp)
cost an arm and a leg
(exp)
feel down (exp)
get out of hand (exp)
go on a spending
spree (exp)
live from hand to
mouth (exp)
retail therapy (exp)
shop on a shoestring
(exp)
shop 'til you drop (exp)
tighten your belt (exp)
WASTE
biodegradable (adj)
compost (n)
consume (v)
consumer (n)
consumption (n)
dispose (v)
disposable (adj)
dump (v, n)
dumped (adj)
emit (v)
emission (n)
environmental (adj)
incinerate (v)
incinerator (n)
landfill site (n)
manufacture (v)
manufacturer (n)
pollute (v)
pollutant (n)
pollution (n)
recycle (v)
recycling (n)
recyclable (adj)
recycled (adj)
renewable (adj)
reuse (v)
sustain (v)
sustainability (n)
sustainable (adj)
toxic (adj)
waste (v) (n)
wasteful (adj)
PHRASAL VERBS
cheer up (phr v)
face up to (phr v)
get through (phr v)
go on (phr v)
make up for (phr v)
Revising vocabulary (topic vocabulary)
Tip -+ Organizing your notebook into topics
makes it easier to revise and remember
words and phrases linked toa particular
theme.
Task -+ Make separate sections in your
notebook and record all the words in
Shopping and Waste in the word list and
write their definitions.
Vocabulary Workshop
Vocabulary Workshop Unit 4
Society
Phrasalverbs
1 Copy and complete the word categories in your notebook with
nouns from the words in the box and a suffix.
4
appoint brave capital child citizen elect major
member monarch populate tolerate wise
-y í -ry 1 -ary 1 -ory
-ity
--hood
community
slavery
neighbourhood
(1) ...
(2) ...
(4) ...
(3) ...
~ance
1 ..,ence
~ship
-ment
innocence
employment
ownership
(5) ...
(6) ...
(7) ...
(8) ...
-ion 1 -tion i -ation
-do m
*!Sm
taxation
socialism
freedom
(9) ...
(11) ...
(12) ...
(1 O) ...
2 Complete the sentences in your notebook with the correct form of
words in exercise 1.
1 ... of citizens pays for the royal families in Europe's twelve ....
2 The party that wins an ... isn't always the party that the ... of people
voted for, but the one with more votes than al! other parties.
3 Make an ... at the embassy to discuss problems with your visa.
4 Visit www.gov.uk for information on how to gain British ... and get a
British passport.
5 In 1973, the UK was granted ... of the EU.
6 William Wallace showed great ... at the Battle of Stirling Bridge in 1297.
3 Decide which words from the box can be used to label photos 1-4.
There are two words you do not need. Then write a sentence for
each one in your notebook saying why they are important.
employment
Vocabulary Workshop
healthcare
household
law poverty taxation
Complete all activities in your notebook.
Read the notes and choose the
correct words to complete the
examples.
Partid es
Phrasal verb particles, such as in, out,
on, off and up, can tell usa lot about
the meaning of the phrasal verb.
e.g. Move these boxes out from 1
out of the garage.
!'I/ put up 1 on the poster.
He set up 1 off for the airport an
hourago.
Let's hope we don't come out of 1
up against any problems.
S Complete the collocations in your
notebook with words from the box.
an alarm the city difficulties
an enquiry a fight a house keys
an obstacle a programme
stolen goods a tent
come up against: a problem, (1) ... ,
(2) ...
hand over: a gun, (3) ... , (4) ...
m ove out of: a neighbourhood, (5) ... ,
(6) ...
put up: a building, (7) ... , (8) ...
set off: a bomb, (9) ...
set up: an investigation, (1 O) ... ,
(11) ...
Key Vocabulary
Crime & justice
6 Copy and complete the word web in your notebook with crime and justice
words from the word list.
theft
underage
drinking
6 ...
3 ...
life sentence
5 ...
mugging
young
offender
11 ...
house arrest
15 ...
12 ...
13 . . .
poli ce officer
7 Read the notes and choose the correct words.
Crime verbs
Some verbs related to crime and punishment have dependent prepositions:
go
to 1 for prison
find someone guilty
with 1 of a crime
Others are followed directly by an object:
case 1 crime
reach a suspect 1 verdict
house arrest we can use the verbs be, place or put,
need the particle under.
She was under house arrest for severa! years.
commit a
Note: For
but we always
8 Choose the correct verb and complete the sentences in your notebook by
adding a preposition. Write (-) if no preposition is necessary.
1
2
3
4
5
6
7
sent 1 sentenced 1 put ... five months in prison.
tried 1 admitted 1 dismissed ... the case dueto lack of evidence.
Have the jury reached 1 accused 1 passed ... a verdict yet?
The poli ce admitted 1 arrested 1 found gui!ty Michele ... vandalism.
'Francis Smith, you are committed 1 charged 1 dismissed ... disorderly conduct'
A dangerous criminal is being re!eased 1 Jet 1 set ... prison today.
That's the second time you've committed 1 accused 1 admitted me ... lyingl
He was
The judge
9 Write two short news articles in your notebook about court cases using
the words and phrases in the box.
)
éommunity service
find sb guilty joyriding life sentence
sentence young offender
murder
SOCIETY
appointment (n)
authorities (n)
bravery (n)
capitalism (n)
citizen (n)
citizenship (n)
civil servant (n)
colony (n)
community (n)
custom (n)
employment (n)
freedom (n)
healthcare (n)
household (n)
law(n)
majority (n)
membership (n)
monarchy (n)
neighbourhood (n)
ownership (n)
population (n)
poverty (n)
slavery (n)
socialism (n)
society (n)
taxation (n)
tolerance (n)
wealth (n)
welfare state (n)
wisdom (n)
PHRASAL VERBS
come up against (phr
v)
hand over (phr v)
move out (phr v)
put up (phr v)
set off (ph r v)
set up (phr v)
spring up (phr v)
share out (phr v)
CRIME & JUSTICE
accuse sb of (v)
admit(v)
arrest sb (for) (v)
arson (n)
burglary (n)
charge sb (with) (v)
commit (a crime) (v)
community service (n)
corporal punishment
(n)
court (n)
criminal record (n)
curfew (n)
defendant (n)
dismiss a case (v)
disorderly conduct (n)
find sb guilty (v)
house arrest (n)
joyriding (n)
judge (n)
jury (n)
jury service (n)
lawyer (n)
life sentence (n)
mugging (n)
murder (n)
pay a fine (v)
police officer (n)
reach a verdict (v)
release sb (from) (v)
repeat offence (n)
send sb to prison (v)
sentence sb to (v)
shoplifting (n)
suspect (n)
theft (n)
underage drinking (n)
vandalism (n)
witness (n)
young offender (n)
IRREGULAR VERBS
build/built/built (v)
buy/bought!bought (v)
eat/ate/eaten (v)
grow/grew/grown (v)
lead/led/led (v)
leave/left/left (v)
put up/put up/
put up (v)
seek!sought/sought (v)
set off/set off/
set off (v)
sing/sang/sung (v)
teach/taught/taught (v)
Revising vocabulary (phrasal verbs)
Tip --... When learning phrasal verbs, try to
understand the meaning of the particle,
e.g. up can mean begin (take up, set up).
Also learn collocations with the verb, e.g.
set up a business, a meeting, a club.
Task --... Add another phrasal verb to
exercise 5 and think of two or three
collocations.
Vocabulary Workshop
Vocabulary Workshop Unit 5
Looks
Suffixes -en, -ify, -ize
1 Copy and complete the word webs in your notebook with words from
the box.
4
Complete the rules in your
notebook with, -en, -ify, -ize.
The suffixes -en, -ify and -ize
are used to form verbs. In
general, they mean make or
make into:
(1) modern ... = make modern
(2) weak ... = make weak(er)
The roots of some adjectives
are changed to make the verb
form: strong- strengthen.
Note: With adjectives or root
words that end in -e or -y,
we may need to delete the
last letter befare we add the
suffix:
(3) simple ... = make simple
beauty salan catwalk designer hairstyle
latest collection manicure model pedicure
4 ...
-
/
what?
"latest
designs
5 ...
-
6 ...
tattoo
\
where?
~/~7 ...
what?
1 "-.
8 ...
make-up
2 Decide which words from exercise 1 can be used to Jabel photos 1-4.
Use the correct forms.
5 Complete the sentences in your
notebook with the correct form of
the verbs formed from the words
in the box and the suffixes -en, -ify
and -ize. There is one word you do
not need.
critic dark flat horror
just smart special
Fashion magazines shouldn't ...
people's appearance.
2 Yo u can ... in nail art on this course.
3 Yo u can do these exercises to ...
your stomach.
1 have a ...
3
have your ...
2
4
have a ...
have a ...
3 Which of these things would you do and which wouldn't you do?
Why? Write in your notebook.
design and make your own clothes have clothes made for you
have cosmetic surgery get a tattoo make your own beauty products
model ata fashion show have your hair dyed a bright colour
Vocabulary Workshop
4 Grey eye-shadow really ... your eyes.
5 Wearing a tie ... your look.
6 How can you ... spending f2,000
on clothes?
6 Write verbs formed from these
words in your notebook using the
suffixes -en, -ify and -ize. Choose
five of the new verbs and write a
sentence using them.
1 apology
2 short
3 beauty
5 long
6 fantasy
7 priority
4
8 sharp
pure
Key Vocabulary
Describing people
LOOKS
7 Write about the similarities and differences between these people in your
notebook, using compound adjectives formed from words from the boxes.
You can use the words more than once.
broad
built
clean
curly
dressed
dark fair friendly heavily natural
shoulder smartly sporty well
haired
length
looking
shaven
professional
shouldered
scruffy
skinned
accessories (n)
beauty product (n)
beauty salon (n)
catwa/k (n)
collection (n)
cosmetics (n)
cosmetic surgery (n)
designer (n)
design (n)
fashion (n)
fashion show (n)
hairsty/e (n)
/abe/ (n)
/ook (n)
make-up (n)
manicure (n)
mode/ (n)
pedicure (n)
piercing (n)
style (n)
tattoo (n)
trend (n)
SUFFIXES -EN,
-IFY, -IZE
apologize (v)
beautify (v)
criticize (v)
darken (v)
fantasize (v)
flatten (v)
horrify (v)
justify (v)
lengthen (v)
modernize (v)
prioritize (v)
purify (v)
shorten (v)
simplify (v)
smarten (v)
specialize (v)
strengthen (v)
sympathize (v)
weaken (v)
DESCRIBING
PEOPLE
ankle-length (adj)
average-sized (adj)
badly-dressed (adj)
broad-shouldered (adj)
clean-shaven (adj)
curly-haired (adj)
dark-haired (adj)
dark-skinned (adj)
fair-haired (adj)
fair-skinned (adj)
friendly-looking (adj)
heavily-built (adj)
knee-length (adj)
natural-looking (adj)
professional-looking
(adj)
scruffy-looking (adj)
shoulder-length (adj)
smartly-dressed (adj)
sporty-looking (adj)
well-dressed (adj)
DEPENDENT
PREPOSITIONS
a boom in (n, prep)
a preoccupation with
(n, prep)
an acceptance of
(n, prep)
be realistic about
(v, prep)
be under attack from
(v, prep)
feel guilty about
(v, prep)
necessa ry fo r
(adj, prep)
resonate with (v, prep)
Revising vocabulary (stressed syllables)
Tip-+ To help you remember the meaning
of the compound adjectives, try to visualize
someone you know who looks this way.
Task-+ Choose four or five friends or
relatives. Write their names and then list all
the adjectives in the word list that describe
them.
D~J, J~rk-h~ire-JJ ~ve-r~qe--size-JJ
8 ~ Choose a famous person and write a description in your notebook
using the compound adjectives in the word list. Read your description to
the class and ask them to guess who you're describing.
we-!1-Jre-sse-J
Vocabulary Workshop
Vocabulary Workshop Unit 6
Careers
4
""-'""'""""""'"""-"'-~"'- """"""""''""""""""-"~ ~""~""
..._
the correct form.
~""'~""""""-'Ñ"~ o.~~'""'~'"<:>."'-"C "N'<:>'tU'S.\T\
Make compound nouns from the
words in t.b..e. b.Cl't... a~c:l c:le..<...i...c:le..~~~~
can be used to label the photos.
Write in your notebook. There are
four words you do not need.
assistant
director
driver
farmer
film groomer instructor
programmer shop software
train yoga
She's ... a degree.
3
She's ... an exam.
4 They've ... a business.
2 Complete the phrases in your notebook with do, get, pass or start.
Sometimes more than one answer is possible.
1
... a course
5 ... your homework
2
... an assignment
3
... business
6 ... good 1 bad grades
7 ... paid
4
... fired
8 ... promoted
9 ... your driving test
1O ... with flying colours
11
... a career
3 Complete the phrases from the word list in your notebook. Then
answer the questions about your country.
1 How old do you have to be to ... school?
2
Can people who have never worked ... benefits?
3
What titles do people get when they ... from university?
4
5
Do companies always reply to people who ... for jobs?
ls it common for students to ... out of university?
6
Do most people ... themselves new skills or go to classes to learn?
Compound nouns: jobs
Usually, the stress on compound nouns falls on the first word, e.g. film
director. We only stress the second word for emphasis, e.g. She's nota film
director; she's a film producer.
-~
Vocabulary Workshop
Complete al! activitíes in your notebook.
Key Vocabulary
5
Explain the similarities and differences between these pairs of jobs.
1
CAREERS
tattoo artist 1 tattoo remover
2 film director 1 company director
football player 1 football coach
4 bank clerk 1 bank manager
5 truck driver 1 driving instructor
3
6 . . Choose five jobs from the word list. Write definitions in your notebook
and test each other, without using the word.
This is a persovt wYl.o serves
tjot~
i11. s+ores. CA sYl.op assis+a11.+)
Personal qualities
Negative prefixes: un-, dis-, ir- and in7
Write the correct negative prefixes to form the opposite of these
adjectives in your notebook. Check them in the word list.
1 ... motivated
5 ... talented
9 ... valuable*
2 ... reliable
6 ... trustworthy
10 ... qualified
3 ... sociable
7 ... punctual
11 ... articulate
4 ... obedient
8 ... efficient
12 ... rational
*When we add a negative prefix to va!uab/e, the new word means extreme/y
va!uab!e and doesn't have a negative meaning.
8
apply for a job (v)
claim benefits (v)
do a course (v)
do a degree (v)
do an assignment (v)
do business (v)
do your homework (v)
drop out (of university)
(phrv)
get a job (v)
get fi red (exp)
get good/bad grades (v)
get paid (v)
get promoted (v)
graduate from
university (v)
Jeave school (v)
pass an exam (v)
pass with flying colours
(exp)
pass your driving test
(v)
start a business (v)
start a career (v)
start work (v)
teach yo urself (v)
Write sentences in your notebook about what these jobs involve and say
what personal qualities they need and why.
COMPOUND
1 bus driver
2 driving instructor
3 actor
bank clerk (n)
bank manager (n)
brain surgeon (n)
company director (n)
company owner (n)
data analyst (n)
driving instructor(n)
film director (n)
firefighter (n)
football coach (n)
football pi ayer (n)
hotel manager (n)
hotel owner (n)
school teacher (n)
shop assistant (n)
software designer (n)
tattoo artist (n)
4 football player
5 cleaner
6 fashion designer
9 Answer the questions in your notebook.
1 Think about your ideal job. ls it more important to have qualifications,
experience or the right personal qualities for this job? Why?
2 Choose one of the jobs from the word list that you wouldn't like to do. Why
doesn't it appeal to you? Why do you think people choose this job?
NOUNS: JOBS
train driver (n)
truck driver (n)
yoga instructor (n)
PERSONAL
QUALITIES
(in)articulate (adj)
analytical (adj)
calm (adj)
cautious (adj)
critica! (adj)
(in)decisive (adj)
determined (adj)
(in)efficient (adj)
(un)enthusiastic (adj)
(in)experienced (adj)
focused (adj)
hard-working (adj)
(dis)honest (adj)
(un)imaginative (adj)
(un)motivated (adj)
nervous (adj)
(dis)obedient (adj)
(dis)organized (adj)
perceptive (adj)
positíve (adj)
(un)punctual (adj)
(un)qualified (adj)
(ir)rational (adj)
(un)relíable (adj)
(ir)responsible (adj)
smart (adj)
(un)sociable (adj)
(un)talented (adj)
(un)trustworthy (adj)
(in)valuable (adj)
PHRASAL VERBS
get ahead (phr v)
get by (phr v)
take on (phr v)
take up (phr v)
turn down (phr v)
Revising vocabulary (word families)
Tip --+ Record words in 'families' to help you
to remember them.
nw+iva+e - Mo-1-iva-1-e-d - liV\Mo-1-iva+e-d
Task--+ Think of word families for these
words:
orqavtizc, dccisivc, C{t~ali+ie-J
Vocabulary Workshop
Speaking Workshop
Section A Describing & comparing photos
Fact & conjecture
• You can describe what you see, but also make guesses
about things.
As you can see ...
lt 1 They seem(s) to be ...
lt looks like ...
lt 1 He 1She 1 They might 1 could be ...
Unknown words
•
lf you don't know how to describe something, say so or
as k.
1can't tel/ exactly what that is ...
1don't know what you cal/ this 1 these ...
What do you cal/ this 1 these things?
Comparing & contrasting
•
Describe similarities and differences.
The thing they have in common is that they both ...
Both photos show ...
They're similar in that ...
This one ... this one. However, ... 1 On the other hand, ...
Here ... , whereas here ...
This is notas ... as 1 more 1 !ess ...
Relating to your experience
•
Take any opportunity total k about your own experience
or opinion of the topic.
Personal/y, 1have 1 haven't been in this type of situation.
!'d like 11 wouldn't like 11 prefer ...
lf 1was in this situation !'d ...
When 1see this it makes me feel ...
Ta!king about feelings
•
Don't only describe the physical aspects of the photos.
Say how people might be feeling and why.
l'd say 1guess that he 1she 1 they 1 is 1 are feeling ... because ...
lt 1 They 1 He 1She look(s) .. .
Maybe 1 Perhaps because .. .
Spealdng Workshop
Complete all actívities in your notebook.
Unit 3
Compare and contrast the photos. Which of these
experiences would you prefer to have and why?
Unit 5
Unit 6
Compare and contrast the photos. How do you think
the lives of these entertainers are different?
Compare and contrast the pictures. Which kind of work
would you prefer and why?
Section B Discussion tapies,
debates & roleplay
•
Take your time.
To practise from this section, choose one or two
questions from each unit. Then work with a partner and
ask and answer questions. Choose different questions
each time you use this section.
•
You can always start by commenting on the question
itself.
Unit 1
Thinking time
Mm. That's an interesting question.
Let me think about that.
/'m not 100% sure, butl think ...
/'ve never real/y thought about that.
Giving an opinion
•
Give more than one opinion if you want to.
•
Look ata theme from two points of view.
•
Ask other people what they think.
In my opinion 11 think 11 reckon 1 1suppose ...
On the other hand, though, ...
You could a!so say that ...
What do you think?
1have to disagree with you there.
1see it in a different way.
Yes, but on the other hand ...
Reacting to what peopie say
•
You should express interest in what other people say.
•
You can ask for more information.
•
Be polite when exchanging opinions; acknowledge
what other people say.
Real/y?
That's interesting.
When 1 Where 1 Why was that?
Who was that with?
1know what you mean (but) ...
You've gota point (but) ...
1think you're right (and a!so ... )
Me too. 1Me neither.
What are the advantages of learning languages?
2 Which languages would you like to learn? Why?
3 What do you like or dislike about social media?
4 Are people ruder online or in face-to-face communication?
Explain your answer.
5 What is cyberbullying and what do you think about it?
6 How do you keep in touch with friends and family?
7 What do you use the internet for and how often?
8 Could you suNive without the internet?
9 How was life different before the invention of the mobile
phone?
10 Will there be a universallanguage in the future? Why 1
Why not?
Unit2
1 What sports do you like watching and why?
2 Have you ever been to a sports event? Describe it.
3 Do you think that sport should be compulsory at school?
4 What qualities does someone need to become the best at
a sport?
5 What do you think of people who do marathons and
triathlons?
6 What are the best ways to keep fit and healthy?
7 Are there any sports that you'd like to take up?
8 Are there any sports stars that you admire? Who? Why?
9 How could you persuade someone to give up smoking?
1O Are there any sports events in the world which yo u would
like to go to?
Exp!aining what you mean
•
You may need to clarify what you're saying or
paraphrase if you don't know how to say something.
Unit 3
What /'m trying to say 1describe is ...
Do yo u know what 1mean?
/'m not sure how to explain this, but ...
Sha/11 say that again?
2 What are the advantages and disadvantages of shopping
Do you like shopping? Why 1 Why not?
online?
3 Are you or your family eco-shoppers? In what way?
4 Are you good with money or not? In what way?
5 Which advertisements do you like or dislike?
6
Are there any environmental problems in your country? Are
there any solutions to these problems?
7 Do you think that society is wasteful? Why 1 Why not?
8 Have you ever complained about a productor seNice?
9 Which are the biggest environmental problems?
1O How do manufacturers and shops persuade us to buy more
products?
Spea.ldng Workshop
Complete all activities in your notebook.
Unit4
What would you do if you were in charge of the
government?
2
Read the statement and prepare arguments either for
or against it. Do sorne research if necessary.
Describe the character of people from your country.
3
How could you improve your neighbourhood?
Unit2
4
Why is there so much poverty in the world?
'Sportspeople are paid too much and they don't deserve their
salaries.'
5 How much tax should wealthy people pay?
6 Would you like to live in another country?
7
Do you always feel safe from crime and criminals? Why 1
Why not?
8 What kind of punishments are there for criminals apart
from prison?
9 Would you enjoy working as a lawyer or judge?
Unit 4
'There should be an international ban on the death penalty.'
Unit 5
'People should not be allowed to have non-essential cosmetic
surgery until the age of 21.'
10 What's the longest time that you think someone should be
in prison?
5
1 Describe two of your friends.
2 What kinds of clothes are in fashion at the moment?
3 What do you think about designer labels?
4 How do the media affect how people think about their
looks?
5 ls cosmetic surgery a good or bad thing? Why?
6 Which famous people do you find good-looking? How are
they attractive?
7
Can looks affect people's careers? How?
8
What are the advantages and disadvantages of school
uniforms?
9 Do you like dressing up for formal occasions?
10
Do you have to be good-looking to be attractive?
Unit6
Would you like to go to university? Why /Why not?
2
3
ls it a good idea to have a gap year? Why 1 Why not?
What do you think makes people happy in their work?
4
Would you change anything about the education system in
your country?
5 What kind of job would you like to get in the future?
6
ls it better to be at school or at work? Why?
7
What jobs do yo u think might be really hard? Why?
8
Would you be nervous ata job interview? Why /Why not?
9
What have you enjoyed most or least about being at
school?
10
How do you feel about exams? How do you prepare for
them?
Unit 3
Read the rolecards. Think about what to say and
then start the conversation. Swap roles when you've
finished.
Student A
You work for the government, who wants to
allow the construction of a waste incinerator five
kilometres outside the town of Tilworth. This will
create employment and salve the waste problem
for the entire area. You have a meeting with an
environmental group to discuss the propasa!.
Student B
Yo u live in the town of Tilworth and represent an
environmental group. The government want to allow
the construction of a waste incinerator five kilometres
away from the town. You are very worried about
the possible toxic emissions from the incinerator
and the environmental impact of the construction
on flora and fauna. You are meeting a government
representativa to discuss the propasa!.
Section C Collaborative tasks
Clarifying
•
•
In a collaborative task, you need to work with other
people to make a decision.
Jt's usually a good idea to clarify what you need to do in
the task and confirm what you've decided.
So !et's just check. We ha ve to ...
Oíd 1understand you correctly? Do we have to ... ?
Sorry, cou/d you repeat the instructions 1say that again?
OK, (so far) we've decided that 1 to ...
D Renting mountain bikes
€60
Reaching an agreement
• Negotiate with people politely.
•
E An indoor climbing lesson
€70
Unit4
Your group has decided to start a business. You want to
rent a small piece of land and grow organic herbs and
vegetables to sell to expensive restaurants in the area.
Look at A-F and decide which tour things you need to
do first and in what order.
Listen to what other people are saying and
acknowledge their ideas.
1agree with yo u 1Angela that ...
!'m not sure 1agree with that.
Yes, that's a good idea (and ... )
1see your point, but ...
OK. We cou!d do what you 1Ange!a said and 1 or ...
Making suggestions
• When you make suggestions, try to give a reason.
•
When rejecting a suggestion, you should also give
a reason.
1think it would be a good idea to ...
1know We cou/d 1should ... (because)
What if we ... (+ infinitive 1 past tense)?
1suggest we ... (so that 1beca use)
The problem with that is that ...
Yes, but if we ... then ...
A Buy a second-hand van.
B Advertise your product.
C Buy a new tractor.
D Go to a bank. You need
money to start the
business .
E Rent sorne farmland.
F Think of a name and a
strategy for your business.
Unit 2
You want to organize a 'winter adventure day' with a
group of friends. In total you have €300 to spend. Look
at options A-E. Try to agree on three of the activities
for the day and in which order to do them. Explain your
choices.
.
.
•
A River kayaking
€70
Speak:ing Workshop
--~
.
.
B Hot air
C Skiing €170
ballooning €160
Complete ail activities in your notebook.
Section D Transcripts
Unit 6
~-i) 2.13
1
You can identify pronunciation features by reading
transcripts while listening to recordings. Photocopy the
transcripts so that you can mark the pages with stress,
links and intonation patterns.
•
Choose difficult words and listen for the stress and
sounds.
•
Choose sentences and identify:
• the stress or stresses.
• the intonation pattern.
•
•
linking between words.
Choose groups of sentences and identify pauses and
changes in speed, volume and intonation.
lnterviewer: Ms Muliins.
Olivia: Yes, helio.
lnterviewer: Helio there. l'm Mr Cassidy.
Olivia: Nice to meet you.
lnterviewer: Please come in.
2
lnterviewer: Come in. Mr O'Conneli?
James: Pleased to meet you.
lnterviewer: Please take a seat. Make yourself comfortable.
James: Thanks. 1brought my CV
lnterviewer: Oh, thank you. Oh, you've worked in IT?
James: Yes, 1have.
3
lnterviewer: So teli me a bit about yourself.
Olivia: Yes, l've just finished secondary school and l'm waiting
for my results. 1think 1did quite weli but l've decided
that this job would realiy suit me and 1think it would be
a great way to start a career. 1think l've got the qualities
you're looking for too.
listen and practise with the transcripts.
Unit 1
••J) 1.02
lnterviewer: Do you speak English to each other?
May:
Yes, we are learning English together. We study in the
same class.
lnterviewer: Do you understand each other?
May:
Yes. Ah ... 1understand Luc. He is very communicative!
luc:
lnterviewer:
lnterviewer: So what would you say are your weaknesses?
James: M mm ... That's an interesting question. Weli, time
management is something that l've been vvorking on,
and 1think that l've got better at planning my time
recently. 1did a study plan for my exams and it worked
out pretty weli.
Yes ... but sometimes we don't understand our teacher.
lnterviewer:
Oh, 1see, yes. And do you not always understand
people here when they're speaking?
May:
Not always- sometimes it's difficult.
lnterviewer: Why's that then?
May:
Weli, some people here have accents that are very
strong, and if they speak slowly it's OK, but when they
are speaking fast 1have problems understanding. There
are also a lot of expressions we don't know ... they
speak ... slang? Yes, when they are speaking slang, 1al so
have problems!
lnterviewer:
Of course. And do you understand May, Luc?
luc:
Yes, of course. She's very ... comment dire, er, l'm not
sure how you say this. In my language we say avec
fluidité. lt's the opposite of slow. lt's what you say when
a person speaks quickly and easily with no pause.
lnterviewer: Oh, do you mean fluently?
luc:
Yes, that's what 1mean. She speaks very fluently.
Good. Thanks.
lnterviewer:
OK. Thank yo u. Teli me a little bit more about ...
4
5
lnterviewer:
James:
OK, there are one or two things which l'd like to
ask. How did yo u find ... (James's mobile rings)
l'm realiy sorry; 1must have forgotten to turn that off.
Sorry, could you say that again?
Linkers
1 Read the text. Which of the blue words
and phrases can you replace with the
words and phrases in the box? lf no
replacement is possible, write 'none' in
your notebook.
as well as well as
furthermore 1 in addition 1 moreover
. . 1 don't
understand why people
criticize social media like Facebook
and Twitter. They're useful and they're
fun too. Using them means that you
can always be in touch with people,
wherever you are. What's more, you
learn a lot of interesting things from
the links, videos and information which
people post. We've also seen how
effective social media is for spreading
commercial or política! messages. So
besides helping you to contact friends,
these sites are also educational and
a whole lot more - incredibly useful
tools for the digital age. . .
4 Look at the examples. Which of the blue phrases can you replace
with each of the words from the box? lf no replacement is
possible, write 'none' in your notebook.
but
1
2
3
4
5
6
even though
however in spite of
on the other hand
nevertheless
Despite the fact that 1try to be healthy, it's notan obsession forme.
Despite trying to be healthy, it's notan obsession for me.
1enjoy playing tennis, although l'm not brilliant at it.
Although 1enjoy watching all sports, 1mostly play tennis.
1like living here. On the other hand, it's quite an expensive city.
1could move to another country. The language there, however, could
be a problem.
5 Rewrite the sentences in your notebook using the phrases in bold.
Change the original sentence where necessary.
1
2
3
4
5
The story was simple but very beautiful. (on the other hand)
lt's very quiet here, although we're in the city. (despite the fact)
Despite trying really hard, we didn't succeed. (although)
Even though it's going to be difficult, we should try again.
(nevertheless)
In spite of the fact that we speak a lot, we don't always understand
each other. (despite + -ing)
6 Match the groups of phrases A-F with examples 1-6.
2 Copy the rules and complete them with
linkers from exercise 1.
We use ... , ... , ... and ... at the
beginning of a sentence or clause. *
2 We use ... and ... at the end of a
sentence or clause.
3 We use ... and ... followed by verb + -ing.
4
We use ... after the verb be or an auxiliary
verb. We place it befare other verbs.
in arder to ·
so
therefore
so asto
to
so that
so
1
because of
· dueto
'since
beca use
·as
as a result
consequently
as a result of
* We can use also in this position too.
3 Rewrite each sentence twice in your
notebook. Use a in one sentence and b
in the other.
This phone works well and it was cheap.
2
a as well
b what's more
People nowadays need to speak more
and they need less screen time.
a
3
furthermore
b also
lt's a way to advertise. lt's a way to
make friends.
b besides
a too
Complete ali activities in your notebook.
Reason
... the bad weather, we couldn't travel. (noun phrase)
2
... the weather was bad, we couldn't travel. (clause)
Result
3
The weather was bad, ... we couldn't go out.
4
The weather was bad .... , we couldn't go out.
Purpose
5 We stayed indoors ... avoid the bad weather. (infinitive)
6 We stayed indoors ... we could avoid the bad weather. (clause)
Useful Linkers
7 Choose the correct options.
ADDING POINTS
1 We gave them money so 1 in arder to 1 as they could buy an ice cream.
2 The exam won't be easy so that 1 so 1 because you ought to study.
3 1chose that university as a result 1 because of 1since its good reputation.
4 Politicians are very careful, so 1 as 1 consequently they can be economical with
the truth.
5 She's very confident. So that 1 Dueto 1As a resu/t, she doesn't worry much.
6 People study literature so that 1 so as to 1 as a result understand the world
better.
al so
aswell
as well as
besides
furthermore
in addition
moreover
too
what's more
CONTRASTING POINTS
1
As soon as we arrived
2
3
4
5
6
At first we felt cold
A and soon we were eating.
B and the trees and sky were black.
After a while the fire was
e
So we fried some bacon and eggs
D feeling a bit scared.
E hot enough to cook on.
although
but
despite + -ing
despite the fact that
even though
however
in spite of + -ing ·
in spite of the fact that
nevertheless
on the other hand
F saw a hedgehog eating the
REASON OR CAUSE
8 Match 1-13 with A-M to make a story.
Meanwhile, it had got dark
1 was su re that something was
watching us
7 So by that time 1was
8 Before going to bed we decided
9 Eventually we got ti red and we
but later we lit a fire.
leftovers from dinner.
G than 1 heard a strange noise
outside.
H that 1had to be brave.
10 No sooner had 1 got into my tent
1
to sing some songs.
11
1
J
twice during the night.
12
So in the end 1 decided
heard the same noise again
13 When 1 finally looked outside 1
K we put up the tents.
L went to sleep in our tents.
M while we were eating.
9 Choose the correct options.
1 In the end it was a great party, though 1didn't enjoy it eventual/y 1 first i at first.
1was dancing. Meanwhile 1 When 1 During, my friend was talking to some
2
girls.
No sooner 1As soon as 1 By that time 1got into bed, 1fell asleep.
School can be difficult but 1didn't want to leave final/y 1 in the end 1 after that.
5 We got a plane then 1 when 1 /a ter a train, and soon 1 final/y 1 at last we walked
as
as a result (of)
because (of)
dueto
sin ce
RESULT OR CONSEQUENCE
as a result
consequently
so
therefore
PURPOSE
in order to
so
so asto
so that
to
3
SEQUENCING
4
after a while
as soon as
at first
before
bythat time
during
eventually
finally
in the end
later
meanwhile
no sooner
soon
while
two kilometres.
Exam Practice 1
A head for figures
m
'l've always been rubbish at maths.'
How often have you heard statements like
this? You might even have made them
yourself. According to many teachers and
educationalists, maths anxiety is a longstanding problem which is preventing
many children and adults from fulfilling
their potential.
ll 'The "1 can't do maths" attitude is
alarmingly widespread,' claims Martin
Trigg, a secondary school maths teacher
from Manchester. 'The trouble is that once
you start believing you can't cope with
numbers, that's exactly what happens.
Anxiety seriously impairs your capacity
to hold information in your head and
solve problems. When you get the answer
wrong, this confirms your fears.'
B Maths anxiety may affect up to 2
million children in the UK, but the issue
doesn't disappear when they leave school.
'lf we don't tackle these insecurities
early, they will probably affect people into
middle age and beyond,' says Trigg. '1 see
it in parents all the time. For instance,
1recently met a woman at a party and
when 1told her what my job was, she
looked absolutely horrified. She then
proceeded to tell me - in front of her
teenage daughter- how irrelevant algebra
was to the real world. lt's an unfortunate
message to give your children if you want
them to succeed academically.'
[!1 Why, then, does this attitude
have such a firm grip on our society?
'Saying that you can't do maths has
become socially acceptable,' observes
Trigg. 'Curiously, people don't admit to
struggling with reading and writing in the
same way. No one wants to be thought of
as illiterate, but people seem to take pride
in being bad at maths. lt's almost become
a badge of honour.' According to Margaret
Lester, an adult education instructor from
South London, an underlying belief in a
'maths gene' may be partly responsible.
'People make this assumption without
realizing it,' she says. 'There's an idea
that sorne people are naturally able to do
maths and others aren't. Blaming biology
for your inadequacies implies that there
is nothing you can doto change them.
lt encourages laziness.' Adam Miller of
the educational charity Numeracy Counts
agrees. 'The existence of a maths gene
remains to be established, but growing
evidence suggests that practice is a major
factor in achievement. In sorne parts of
the world, children are brought up to
believe that anyone can succeed at maths
with enougti effort. Unsurprisingly, they
often get better results.'
O Trigg is optimistic that steps can be
taken to combat maths anxiety. 'Attitudes
don't change overnight, but 1think we can
help pupils understand the feelings they
are experiencing a bit better. As teachers,
it is our responsibility to ensure that the
emotional aspects of learning aren't
neglected.'
Reading comprehension
Use of English &Writing
1 Mark the sentences true or fa/se. Provide evidence
from the text to justify your answers.
4 Write definitions in English for these words and
expressions as they are used in the text.
1 Over 2 million British children are definitely known to
suffer from maths anxiety.
2 According to Martin Trigg, people do not like to admit
that they cannot read or write well.
2 Choose the best answer according to the text.
Ada m Miller says that mathematical ability ...
A may be linked to cultural attitudes.
B has no genetic basis.
rarely improves through practice.
e
3 Answer the questions in your own words.
1 How did the woman at the party show that she
disliked maths?
2 According to Margaret Lester, what do many people
believe about mathematical ability?
3 How does Martin Trigg think that pupils with maths
anxiety can be helped?
1 widespread
2 struggling with
4
3
5 overnight
badge of honour
remains to be
established
S Write a question for which the underlined words are
the answer.
lt is our responsibility to ensure that the emotional aspects
of learning aren't neglected.
6 look at the underlined vowel sounds. ldentify the
word in each line which contains a different sound.
A ªlgebra
2 A Qnce
B ªnswer
B frQnt
e
e
ªdult
becQme
D ªttitude
D respQnsible
7 Write a composition of 150-200 words on one of the
following topics.
1 'lt should not be obligatory for school pupils to study
maths after the age of fourteen.' Discuss.
2 'Reading and writing are more important than maths.'
Discuss.
Exam Practice 1
Listening
Speaking
8
Personal questions
In the following radio programme you will hear
these words. Read them and check that you know
what they mean.
detox
fad
liver
misleading
pseudoscience
9 4.)) 2.17 Listen and choose the correct answers.
10 •
Answer the questions.
1 What subjects do you enjoy the most at school?
2 In your opinion, why do people like some subjects
more than others?
3
What do you like doing when you're not at school?
1 Sensible Science gives advice to ...
A science students.
Photowork
8 the general public.
e
scientists.
2 The infection-resistant pyjamas ...
A had not been clinically tested.
8 are no longer available to buy.
e were bought by hospitals.
3 Peter says that the internet helps them ...
A share research with non-experts.
8 identify unscientific claims.
e stop non-experts writing about science.
4 Sensible Science was founded ...
A almost five years ago.
8 seven years ago.
e just over a decade ago.
5 In his previous job, Peter worked ...
A in the media.
8 as an academic.
e in a pharmacy.
6 Peter says that putting caffeine on the skin ...
A definitely has no effect.
8 may be dangerous.
e might reduce cellulite in some cases.
7 The music producer inhaled oxygen to ...
A help him lose weight.
8 eliminate toxic substances.
e give him more energy.
8 Maggie says that detox diets ...
A are becoming less popular.
8 are recommended by stars.
e have existed for millennia.
9 According to Peter, detoxing is ...
A never necessary.
8 good for the liver.
e carried out naturally by the liver.
1O In Peter's view, teenagers ...
A aren't harmed by detox diets.
8 should stick to a balanced diet.
1e aren't interested in detoxing.
11 •
Look at the pictures and answer the question.
1 In what ways are the skills required for these jobs
similar and different?
2 Which of these jobs would you prefer to have? Why?
Discussion
12 • eopy the statements and puta tick(,/) if you
agree, a cross (X) if you disagree or a question mark
(?) if you aren't sure. Then discuss your opinions
with a partner, giving reasons.
1
Boys are generally better at maths than girls.
2 Scientists have too much influence in our society.
3 Science is more important than art.
4 We don't need to learn to do arithmetic now that we
all have calculators on our phones.
Exam Practice 2
The perfect blend
IJ With 'mochaccino' and 'caramel
macchiato' now part of our everyday
vocabulary, it is difficult to believe that
20 years ago freeze-dried instant coffee
was marketed to British consumers as the
ultimate in sophistication. The explosion
of branded coffee chains at the turn of
the millennium marked the beginning of
a new era of Americanized coffee culture
across the globe and in the UK, a country
renowned for its love of tea.
llJ Seattle-based coffee company
Starbucks underwent a meteoric
expansion at the start of the century,
perhaps because of the popularity of the
US sitcom Fríends. Starbucks opened its
first London store in 1998. By 2007, you
could stand on the comer of Regent Street
and Wigmore Street in central London and
be within a five-mile radius of 164 of its
branches.
liJ The founder of Starbucks, Howard
Schulz, wanted his coffee shops to
become a 'third place', neither an office
nora home but something in between.
People could go there not just to catch
up with friends or grab a snack, but also
to read the paper, type up a report, knit
a jumper or write a novel. This coincided
with the economic and technological
boom which started in the late 90s. The
typical Starbucks customer was young,
dynamic and tech-savvy, willing to pay
several pounds for a cappuccino if he
could sip it on a plush sofa while enjoying
free wi-fi access.
liJ Branded coffee quickly became a
status symbol. Striding through London's
streets with an oversized cardboard coffee
cup showed the world that you were
cash-rich and time-poor- successful,
well-off and far too important to waste
time sleeping or making your own
coffee. Coffee became more and more
sophisticated and 2008 saw the UK
launch of the world's most expensive
coffee, kopí luwak. Costing f51 a cup,
it was made from beans that had been
eaten and excreted by civet cats, small
tree-dwelling mammals from Indonesia.
While sorne raved about its intense
aroma, others concluded that the coffee
obsession had gone too far.
DI When the recession hit in 2007,
people cut back on their spending and
high-street stores started going out of
business. lt was predicted that Starbucks
and its rivals would go the same way.
In fact, the opposite happened. The
British might have been cash-strapped,
but they were not prepared to give up
their morning latte. Costa Coffee, one
of Starbucks's main competitors, was
reported to have carried on growing
steadily during the economic dowJ]turn
and, in 2011, grew by 9. 7% in just eleven
weeks.
DI How long coffee can remain an
affordable luxury is unclear, as coffee
bean prices have increased sharply in
the last ten years. Climate change is
leading to rising temperatures and long
droughts between periods of heavy
rainfall in coffee-producing countries,
with serious consequences for crops. But
with coffee shops still springing up across
the country, there is little to suggest
that British coffee culture is in imminent
danger.
Reading comprehension
Use of English &Writing
1 Mark the sentences true or fa/se. Provide evidence
from the text to justify your answers.
4 Join the two sentences using because of.
1 Schulz wanted branches of Starbucks to feellike
Starbucks grew rapidly in the UK. The US sitcom Friends
was popular with British people.
workplaces.
2
British consumers have been spending less money on
branded coffee since 2007.
2 Find words or expressions in the text which match
the following definitions.
1
got bigger extremely quickly
2
3
knowledgeable about computers and gadgets
a possession that shows your wealth and social
importance
4
5
described in a very enthusiastic way
poor, not having a lot of money
3 In your own words, summarize what the text says
about the success of chain coffee shops in the UK
, since 2007. Write 60-70 words.
1
--
5 Complete the second sentence so that it means the
same as the first sentence.
lt was reported to have carried on growing steadily.
lt was reported ... grow steadily.
2 There have been such sharp increases in coffee bean
prices that coffee may soon be unaffordable.
Coffee bean prices have ... soon be unaffordable.
6 Write definitions in English for these words and
expressions as they are used in the text.
1
2
everyday vocabulary
coincided with
3
4
had gone too far
cut back on
7 Write a composition of 150-200 words on the
following topic:
Do you think globalization is changing what people eat or
drink in your country? ls this a good thing ora bad thing?
Exam Practice 2
Listening
Speaking
8
Personal questions
In the following radio programme you will hear
these words. Read and listen to them and check that
you know what they mean.
carbohydrates
9
food taster
ordeal
raisins
10 •
1 Do yo u enjoy cooking? Why 1 Why not? What kinds of
things can you cook?
2 Do yo u like trying different kinds of food? Why 1 Why
not?
3 What's the best mea! you've ever had? Why was it so
good?
swallow (v)
~·J) 2.18 Listen and choose the correct answers.
Sarah starts work ...
A at five o'clock every day.
B at quarter past four.
e
2
at different times.
D after breakfast.
A score of one means that a biscuit is ...
A unacceptable.
B satisfactory but could be better.
e
3
too chewy.
Answer the questions.
Photowork
11
•
Look at the pictures and answer the questions. '
1 What are the similarities and differences between
these types of food?
2 Which would you prefer to eat if you were travelling
abroad? Why?
D perfect.
lf the biscuits contain too much fruit, ...
A customers will complain.
B the texture will be wrong.
C the company willlose money.
D they will be too sweet.
4
5
In her lunch break, Sarah is ...
A having pasta.
B going running.
C eating some fruit.
D having a picnic in the park.
People don't realize that food tasters ...
A earn very little money.
B swallow al! the food they taste.
C have to eat food they dislike.
D can join professional organizations.
6 For dinner, Sarah is having ...
A fish and chips.
B smoked salmon pasta.
C fish and salad.
D potato salad.
7 Befo re she beca me a food taster, Sarah ...
8
A owned a French restaurant.
B wrote for a magazine.
e hada job in advertising.
D was in charge of a restaurant.
A successful food taster must ...
A enjoy working alone.
B have manufacturing experience.
C be a good communicator.
b have a big appetite.
Discussion
12 • You anda friend are organizing a meal to
celebrate another friend's birthday but you have
different ideas about where to go. You and your
friends are all students living in London.
Student A: You want to go toa chain pizza restaurant in
the city centre.
Student B: You want to go to a smart restaurant in the
countryside owned by a celebrity chef.
Think about the advantages and disadvantages
of your type of restaurant. Then try to persuade
your partner that it is the better option. Can you
negotiate a solution?
Exam Practice 3
Sign of the times
IJ The number of people using American
Sign Language (ASL) as a first or second
language has been estimated at between
100,000 and 500,000, making it the fourth
most used language in the US and Ganada.
Yet many people know little about the
evolution of sign languages and how they
are responding to the digital age.
IJit is a common assumption that sign
languages are less complex than spoken
languages. 'This is completely wrong,'
says Dr Marianne Atwell, an ASL lecturer
in the US. 'Sign languages have highly
sophisticated grammars. Whereas spoken
languages mark verb tenses by changing
the roots or endings of verbs - the past
simple "-ed" ending in English, for example
- sign languages do this by modifying
movements.'
Other misconceptions about sign
languages are that they have a direct
relationship with spoken languages or that
there is one international sign language.
Neither is the case. 'There are hundreds
of them and they are not based on spoken
m
languages,' says Atwell. 'Countries which
share a spoken language may also share
a sign language, but not always.' She
also says that while it is straightforward
for British and North American English
speakers to communicate, it is not for
their deaf communities. ASL is completely
different from BSL.
As with spoken languages, history
determines how sign languages spread
across the globe. Sometimes they spread
in similar ways to spoken languages, but
in many cases, they do not. ASL:s French
influence carne about because Thomas
Hopkins Gallaudet, who founded the first
school for deaf people in the US, had
travelled to France to learn about deaf
education befare returning home.
D So why is there such a diversity of sign
languages? 'For the same reason that there
are so many spoken languages,' Atwell
explains. 'They evolve naturally within
communities.' An example of this can be
seen in Nicaragua. Up to the 1970s, the
country had no sign language because
m
deaf Nicaraguans were largely cut off
from one another. When the first school for
deaf children was established in 1979, the
pupils quickly started making up gestures
to communicate. This became a sign
language used to this day by the people
who started at the school aged ten or older,
although it never developed a consistent
grammar. However, younger pupils, who
started school aged four, developed
another, much richer sign language with
a complex grammatical system. This is
important in helping us to understand not
only sign languages but human language
in general. lt suggests that we naturally
acquire complex language skills as young
children but later lose this ability.
IJ Also like spoken languages, sign
languages are changing fast as users are
exposed to other languages through digital
media and borrow from them. Sorne have
complained that borrowings, or loan signs,
are contaminating their language. Others
take the view that justas inevitably as
languages will emerge, they are bound
to evolve.
Reading comprehension
Use of English & Writing
1 Choose the best answer according to the text.
4 · Complete the second sentence so that it has the
same meaning as the first.
ASL is used by ...
A between one and five million people.
8 around half a million people in the US.
C up to half a million people in North America.
D four times more people in the US than in Canada.
1 Sign languages do not have a direct relationship with
spoken languages.
Sign languages are not ... spoken languages.
2
He travelled to France before he founded a school.
He founded ... travelling to France.
2 Answer the questions in your own words.
1 What example does Dr Atwell give to show that sign
languages have sophisticated grammars?
2 What happened when the first school for deaf children
was opened in Nicaragua?
3 Why are sorne people opposed to the use of loan signs?
3 Mark the sentences true or fa/se. Provide evidence
from the text to justify your answers.
1 In the 1970s, Nicaraguan deaf people lived together.
2 Gallaudet travelled to America to learn about education
for deaf people.
5 Find words or expressions in the text which match
the following definitions.
1 simple
2 isolated
3
4
inventing
even now
5 pick up
6 believe
6 ls -ed pronounced /t/, Id! or lid/ in these words?
1 started
2
developed
3
complained
7 Write a composition of 150-200 words on one of the
following topics:
1 'Deafness isn't a disability, just a different type of
human experience.' Discuss.
2
'Society could do more to include people who are deaf
or hard of hearing.' Discuss.
Exam Practice 3
Listening
Speaking
8
Personal questions
In the following radio programme you will hear
these words. Read and listen to them and check that
you know what they mean.
able-bodied
die down
legacy
Paralympians
slogan
10 . . Answer the questions.
1 Do you enjoy doing sport? Why 1 Why not?
2
Do you prefer team sports or individual sports? Why?
3 What's the most challenging thing you've ever done?
9 ~·)) 2.19 Listen and choose the correct answers.
1 At the end of the 2012 Paralympics, it was felt that ...
A sport would never be the same again.
B the Games would have a lasting impact.
e it was too soon to talk about their legacy.
2 Sandy says that the Paralympics have ...
A encouraged people to play ball games.
B had a very powerful effect on attitudes.
e
3
led to small but positive changes.
Why was it so difficult? How did you feel afterwards?
Photowork
11 . . Look at the pictures and answer the questions.
1 What qualities do people need to take part in
marathons?
2 Do you think disabled athletes need any different
qualities from able-bodied athletes?
Max says that he ...
A disagrees with Sandy.
B has radically changed his views.
e tends to view life negatively.
4 Max says the Paralympic slogan didn't ...
A recognize the athletes' achievements.
B reflect most disabled people's lives.
e show respect towards disabled people.
5 Max says that for many people, sport is ...
A nota realistic option.
B less accessible than befare 2012.
e
too expensive.
6 In Max's view, support for disabled people is ...
A everyone's responsibility.
B currently excellent.
e
not the responsibility of employers.
7 A poli about the Paralympics was carried out ...
A at the end of 2012.
B a month after the Games.
e in the summer of 2013.
8 Of those polled, 22% said attitudes had ...
A improved since the 2012 Games.
B been better befare 2012.
e got neither better nor worse.
9 Diane is calling to ...
A argue that Max is wrong.
B add to what Max said.
e clarify Max's argument.
1O According to Diane, sport isn't ...
A as important as other activities.
B emphasized enough in the media.
?.
t the only thing disabled people can do.
Discussion
12 . . In pairs, discuss the following questions. Give
reasons for your opinions.
1 Should disabled and non-disabled children be
educated together in the same schools?
2 What are sorne of the problems that disabled people
face in their everyday lives?
3 Are people prejudiced against sorne types of disability
more than others?
4 What should be done to improve public understanding
of disability issues?
Exam Practice 4
Rethinking pink
mWhat little girl doesn't adore the colour
pink? That certainly seems to be what toy
and clothing manufacturers are thinking.
Walk into any toy shop or department
store and the girls' section will not be
difficult to spot: it's the one with shelves
upon shelves of pink dolls, teddies and
princess dresses.
The association between girls and
pink is, in fact, relatively recent. In the
nineteenth century, it was seen as a
strong colour, perhaps because it was
clase to red, and therefore for boys. Girls,
meanwhile, were dressed in blue, which
was considered delicate and feminine. At
sorne point in the early twentieth century,
pink acquired its modern associations
with femininity. By the 70s and 80s, there
was plenty of pink around, but not to the
extent that we see it today. '1 remember
toys being more gender-neutral during
my childhood,' says Anna, a 35-year-old
mother of two. 'By the time 1 had my own
kids, things had changed completely.'
Many people oppose the so-called
'pinkification' of girls. lt has been the
0
11
subject of online movements and criticism
by academics, journalists, parents and
girls themselves. 'The problem is what the
colour represents,' explains campaigner
Lucinda Rogers. 'lt promotes an outdated
1950s-style idea of femininity.' The toy
manufacturer Lego has recently faced this
accusation. 'In the 1980s and 1990s, girls
and boys played together quite happily
with multicoloured Lego, making castles,
aeroplanes or whatever their imaginations
conjured up,' explains Rogers. 'Now we
have pink Lego for girls, with limited and
stereotypically "girly" scenarios such as
baking cupcakes or running a beauty
salan.' Similarly, the word game Scrabble
now exists in a pink version, with ti les
spelling the word 'fashion' on the box. 'lt
conveys a clear message,' says Rogers.
'lntellectual activities are unfeminine
unless you can relate them to shopping in
sorne way.'
llJ While increasing numbers of people
are joining in the backlash against pink,
others have questioned whether this
reaction is justified. In 2007, the scientific
journal Current Bíology published an
article suggesting that children's colour
preferences may have a biological basis.
A laboratory experiment with participants
in their 20s found that fe males preferred
reddish-purple colours, whereas males
tended to like blues and greens. This
was true of both British and Chinese
participants, indicating that these
preferences were not cultural.
IJ lf little girls are biologically
programmed to like pink, should we
blame manufacturers for meeting their
demands? Parenting expert Dr Pamela
Whitbread believes companies have
received more than their fair share of
criticism. 'lf manufacturers only make
pink toys, they are limiting girls' freedom
of choice. But if parents refuse to let their
daughters have anything pink, aren't they
doing the same?' Whitbread thinks people
are over-anxious about pink. 'Girls will
decide for themselves who and what they
want to be. My niece grew up in a pink
bedroom and she's now in the army. She
hasn't been held back!'
Reading comprehension
Use of English & Writing
1 Answer the questions in your own words.
4 Complete the second sentence so that it means the
same as the first sentence.
1 Which colour was associated with femininity in the
1800s and why?
2 Why are some people opposed to pink Lego?
3 Why was it important that people from two cultures
took part in the colour experiment?
2 Choose the best answer according to the text.
Dr Pamela Whitbread says parents should ...
A avoid buying pink toys
B be more critica! of toy manufacturers.
C worry less about girls liking pink.
D choose girls' toys more carefully.
3 Find words or expressions in the text which match
the following definitions.
1 internet campaigns
2 an angry reaction
;. 3 giving what they want
4 excessive amount of
5 prevented from
making progress
Many people oppose the 'pinkification' of girls.
There ... oppose the 'pinkification' of girls.
2 lntellectual activities are unfeminine unless you can
relate them to shopping.
lf they ... intellectual activities are unfeminine.
S Find synonyms in the text for the following words
or expressions.
1 lots of
2 unisex
3 old-fashioned
4 sends out
5 taking part in
6 Write a question for which the underlined words are
the answer.
Boys were once associated with the colour pink.
7 Write two short compositions of around 80 words
on both of the following topics:
1 Have toys changed since you were a child? How?
2 Why do you think girls and boys sometimes like
different toys?
Exam Practice 4
Listening
Speaking
8
Photowork
In the following radio programme you will hear
these words. Check that you know what they mean.
average
9
gender
headquarters
parliament
10 ~ Answer the questions.
1 ls politics a subject which interests you?
2 In your opinion, what is the ideal job?
3 Do you think that men and women can do the
same jobs?
ranking
c.¡) 2.20 Listen and choose the correct answers.
1 In 2012, ... countries had female leaders.
A 70
B seventeen
e six
D 64
2
In Gavin's view, the figures show that ...
11
~ Look at the pictures and answer the questions.
1 How are these people's daily lives similar and different?
2 Would you be happy todo a non-traditional job? How
do you think people would react? What problems
might you face?
A there are a lot of female leaders.
B the situation is very encouraging.
C too many world leaders are men.
D no progress is being made.
3 Gavin says that UN Women aims to ...
A educate future female leaders.
B help women get elected.
e
4
fund election campaigns.
D encourage women to vote.
In Kenya, the number of female politicians ...
A doubled in the 2013 elections.
B has halved since 2013.
C is above the world average.
D is now 20.
5 The European women in parliament figures are ...
A especially low in northern Europe.
B well above the world average.
e below the world average.
D slightly above the world average.
6 Andorra's parliament has ... percentage of females.
A the world's highest
B the world's second highest
e
Europe's second lowest
D the world's second lowest
7 The United States has a world ranking of ...
A nine.
B ten.
e 73.
D 173.
8
The United Kingdom has a world ranking ...
Discussion
12 ~ Copy the list of activities and write M if you
think men are better at them, W if you think
women are better at them or N if you think there
is no difference. Then discuss your opinions with a
partner, giving reasons.
A below that of Malawi.
1 looking after children
5 driving
B just above that of Pakistan.
2 reading maps
3 playing football
4 cleaning
6
e
of 30.
l.P above that of the US.
understanding people's
feelings
Exam Practice 5
Reading
4
Read the film review and choose the correct answer
(A, B, ore).
1 Read the advert and choose the correct answer
(A, B, or C).
c--_,r:r
Zumba
Tuesdays, 6 p.m., Oakfield Community Centre
Given the serious subject of this film, I
wasn't expecting there to be many laughs.
Yet the director manages to find humour
even in life's darkest and most difficult
situations. You will be thinking about this
powerful film for days afterwards.
What does the reviewer say about the film?
A lt was too depressing.
B lt surprised him.
e lt wasn't very memorable.
What does the advert say?
A You can only attend if you reserve a place.
5
B lt costs less' if yo u pay befo re the class.
e You shouldn't attend the class if you're not very fit.
Read the postcard and choose the correct answer (A,
B, or C).
Helio fom Romell ccm't
be/ieve m!f brother said it
was borin!J- there's loads
todo here. !'ve never been
so e;chausted, but it's worth
it. The food is amazin!J and
most(!:/ real(!:/!fOOd valu e,
althou!fh somehow !'ve sM/
spent al/ m!f monf!;!j.
2 Read the text message and choose the correct
answer (A, B, or e).
Salím
. What does Salim say about Rome?
A lt's tiring.
B The restaurants are expensive.
e lt isn't very interesting.
Why did Anna send Mario a text message?
A Tó invite him to the cinema.
·B To change an arrangement.
e To ask him to mend her shower.
6
Read the note and choose the correct answer (A, B,
or C).
3 Read the website message and choose the correct
answer (A, B, or C).
Mike-,
'Pie-ase- cat'l. /jOll -f-iJLj Uf> -f-ke- ki-f-cke-t'l at'I.J Jo -f-ke1
waskit'l.q-uf> ~jou le-+'+ it'l -f-ke- Sit1.k? l ve- qo+ +'núJs
co,lút'lq rout'I.J -f-kis e-vMit'lq at'I.J i+ looks a +o+al
Me-Ss. 1he-Lj 1re- coMit'lq a+ se-ve-t'l. so f>le-ase- Makesure- i-f- 1s Jot'l.e- blj six a+ -f-ke- la-f-e-s+.
e~t~.Ma
What is the purpose of the message?
A To explain how customers can buy something.
i~
B To apologize for problems with the website.
e To offer customers technical help with the website.
Why has Emma left Mike a note?
A She's asking him to do her a favour.
B She's telling him to do something.
e
She's promising to do something for him.
Exam Practice 5
Use of English
For questions 1-8, read the text below and decide which answer (A, B,
e or D) best fits each gap. There is an example at the beginning (O).
Example:
A pay
o
B make
e (§}Ve)
D have
Thinking of getting a puppy?
Getting a puppy is exciting but you
need to (O) careful thought to the
practica! implications. A dog can live
for fifteen years or more, (1) you need
to be capable (2) taking care of it for
all that time.
Dogs are also expensive. As (3) food,
you will have to pay for insurance and
vets' bilis. Caring for a puppy also
takes (4) a huge amount of time. They
can require as much attention (5) a
1 A
2 A
3 A
4 A
5 A
6 A
7 A
8 A
but
in
well
on
than
for
in
do
B
B
B
B
B
B
B
B
therefore
of
well as
out
like
with
of
ha ve
e
e
e
e
e
e
e
e
small child. Who willlook (6) it when
you're at work or at school?
lf you are still convinced you want
a puppy, think carefully about the
type of puppy that you get as this
will depend (7) where you live. Do
you have enough space for a large or
active dog?
Ask for advice if you're not sure what
type of puppy is best for you. That
way, you won't (8) a mistake.
so
to
for
over
as
after
on
make
D
D
D
D
D
D
D
D
however
at
with
up
of
of
with
commit
"
-------
----
------
1
Exam Practice 5
Listening
4.)) 2.21
1 You hear an announcement in a station.
The train to Cardiff will leave ...
A from Platform 4.
B from Platform 7.
e
on time.
2 You hear two people talking about a friend's new boyfriend.
The girl says that ...
A James is too talkative.
B Alice is too shy.
e James wasn't very friendly.
3 You hear part of a news report.
Large numbers of people have had to ...
A be rescued by boat.
B leave their homes.
e leave their cars on the road.
4 You hear a message on a telephone answering machine.
Suzanne is worried that ...
A the thieves will use her credit card.
B the thieves can get into her house.
e
she can't get home.
5 You hear two people talking in a department store.
The customer is ...
A making a complaint.
B returning some shoes.
e trying to buy some shoes.
6 You hear part of a wildlife documentary.
The spotted dolphin ...
A loses its spots as an adult.
B has no spots when it is born.
e turns a lighter colour with age.
7 You hear two people having a telephone conversation.
Mandy and Ti m arrange to meet at ...
A Green Park tube station at two o'clock.
B Green Park tube station at three o'clock.
Piccadilly Circus tube station at two o'clock.
e
8 You hear a teacher talking about an assignment.
Students will fail the assignment if they ...
A forget to email it to the teacher.
tB
e
only give it in by email.
write fewer than 2,500 words.
-
---~-
------
-
--~-
----
Exam Practice 5
Speaking
1 . . Ask and answer questions 1-8.
1 What's your name?
2 Tell me something about the area where you live.
3 1 am going to ask you some questions about school. Can you tell me what
you enjoy about school?
4 What are you studying towards?
5 What are you interested in doing after you leave school?
6 Now tell me about the last holiday you went on.
7 Are you interested in travelling more?
8
2
lf you could go anywhere in the world, where would you go?
a . . Read the task below and decide what you want to say.
You and a friend have arranged to go shopping together this afternoon but
now you can't go. Leave a voicemail message for your friend and:
• apologize for cancelling the arrangement;
• explain why you can't go shopping;
•
suggest something else that you can do together soon.
You now have 20 seconds to think about what you want to say.
b . . 4.)) 2.22 Read the task below and decide what yo u want to say.
Listen to the message from your friend, who thinks he might have broken his
brother's computer. Then leave a voicemail message for your friend. In your
message you should:
• tell your friend not to worry;
•
•
ask some questions about what he did to the computer;
say what your friend should do.
Now listen to the message.
Exam Practice 5
Writing
You have 20 minutes to write an email. Write 80-130 words.
You have applied for a photography course atan art college. First, read the email
from Andrew Fothergill, the course director. Then write an email to Mr Fothergill,
including the three notes you have made.
From:
Andrew Fothergill
Subject:
lntroduction to Digital Photography
Dear Applicant,
Thank yo u for applying for a place on our lntroduction to Digital
Photography course. To help us select the best candidates, we would like to
as k you so me questions.
Why did you choose to apply to Oakwood Art College?
Saq mhq ...
What do yo u enjoy most about photography?
{;;/ve de.-1-atls
How will you use your photography skills in the future?
Talk abot~+ qot~r .f¿¡-/-¿¡re., plans
Kind regards,
Andrew Fothergill
Exam Practice 6
Reading
You are going to read a newspaper article. Six sentences have been
removed from the article. Choose from sentences A-G the one which fits
each gap (1-6). There is one sentence which you do not need to use.
The four-day working week
Who hasn't longed for a shorter working
week? However much we may enjoy our
studies or our jobs, Sunday night usually
seems to arrive sooner that we'd like. (1)
But is the three-day weekend really an
unrealistic fantasy? Not according to sorne
economists and business leaders, who
claim that a four-day working week could
offer a solution to many of the problems
facing the modern world.
In 1930, the economist John Maynard
Keynes predicted that by the twentyfirst century, no one would need to work
more than fifteen hours a week. (2) This
is not, of course, what has happened.
As productivity has increased, so have
consumers' demands. The gap between
the rich and the poor has widened,
the pace of lite has quickened and the
pressure to produce and consume has
become more intense.
We live in a world where people seem
to be either overworked or unemployed.
While sorne are working fourteen-hour
days, others are unable to get their
careers started and find their place in the
working world. (3) Perhaps the solution
is simpler than we suspect: more people
working fewer but longer days. Wouldn't
everybody benefit?
A four-day week might help the planet,
too. Think of all the people in full-time
employment or study who travel to and
from their offices, schools and universities
every day, many of them alone in their
cars. A four-day week could cut the
number of journeys by a fifth. Imagine
the impact on air pollution. (4) lf people
had time to shop at their local market and
cook proper food, perhaps they wouldn't
need to live on microwave meals and
takeaways.
The theoretical arguments may sound
convincing, but would it work in practice?
The indications are that it might. The US
state of Utah introduced the four-day
A lt might even reduce the amount of plastic packaging
that we throw away.
B Meanwhile, Gambia's government has initiated a fourday week to give people more time for praying and
farming.
e All are probably damaging their health, relationships
and mental wellbeing as stress takes over their lives.
D With five days of work for every two days of rest, it
seems that work is destined to dominate our lives and
true work-life balance to remain an impossible dream.
week for public sector workers in 2008.
As 25,000 people stayed at home on
Fridays, 900 public buildings closed,
saving the state millions of dollars, and
three million fewer miles were travelled.
(5) When the programme ended in 2011 ,
it was not because it had failed but simply
because Utah had a change of state
governor.
lf the four-day week is the solution to
all the world's ills, why aren't we doing
it? lt may just be a matter of time.
Similar programmes have already been
introduced in the Netherlands, where
job-sharing is common. (6) With a growing
number of countries across the world
experimenting with shorter working
weeks, it may be time to question whether
nine to five, five days a week, is the best
formula after all.
E Workers reported greater wellbeing and almost twothirds claimed that they were more productive.
F The programme was a great disappointment to
those who had hoped that it might improve workers'
wellbeing and save money.
G lt seemed logical that as technology enabled us to
produce more things more quickly, we would maintain
our standard of living by working fewer hours.
~
~
~-
-~--
-
--~~-------------=---~-
~
~-
1
Exam Practice 6
Use of English
For questions 1-8, read the text below. Use the word given at the end
of a line to form a word that fits in the gap in the same line. There is an
example at the beginning (O).
Example:
O
re-warJ iYLq
Getting into acting
So you want to be an actor? Acting is an exciting and
highly (O) profession, but, as everyone knows, it is
also incredibly (1) and getting your first acting role
can be extremely difficult. Sally Keegan, a teacher at
a (2) London drama school, gives her tips on how to
succeed.
'Most of all, you need (3),' says Keegan. 'You won't get
anywhere unless you are (4) passionate about acting.
You need to be able to communicate that passion
at every audition and, if you're lucky enough to be
offered a part, during every (5). Directors are looking
for people who stand out from the rest so you need to
be able to think (6) about your role and interpret it in
an original way.'
Keegan recommends talking to lots of people who
work in theatre or in the film industry.
'This will provide (7) information about what acting
really involves. lt may seem (8) and in many ways it
is, but not all actors are millionaire film stars and it's
important to understand the realities of the job.'
reward
compete
lead
enthusiastic
genuina
perform
e reate
use
glamour
------
----
--
~~--
----
Exam Practice 6
Listening
•U 2.23
Listen to the recording and choose the correct answer (A, B or C).
1 A girl and her mum are talking about a wedding. What does the girl decide to
wear?
2 Aman is leaving a phone message for a friend. What time does he want to
meet?
3 A tour guide is talking to some visitors. What is not permitted in the castle?
m~
4
m@
A boy anda girl are discussing their plans for the evening. What is the girl going
todo?
5 A computer superstore is advertising a special offer. What is included in the
f300 deal?
Exam Practice 6
Speaking
1 ~ You have one minute to give a talk. First read the task,
and decide what you want to say.
You are going to give a talk to your English class about city transport.
Choose two photographs. Tell your class about the advantages and
disadvantages of each method of getting around a city.
By car
By underground
On foot
By bike
2 ~ 4.)) 3.02 Yo u will hear six questions. Listen to each question and
>. then give your answer.
..
Exam Practice 6
Writing
Choose one question, A or B.
A Yo u have 25 minutes to write an essay. Write 100-160 words.
You have been discussing the tapie of travel in your English class. Your teacher
has asked you to write an essay. The title of the essay is:
'Should Western tourists visit poor countries?'
Write your essay.
B You have 25 minutes to write a magazine article. Write 100-160 words .
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Exam Practice 7
Reading
You are going to read an extract from an autobiography in which a man
recalls his first trip to london as a child. For questions 1-6, choose the
correct answer (A, B, e or D) according to the text.
5
10
15
20
25
30
My first trip to London was shortly
befare my eighth birthday. My
grandmother had mentioned that
she was going to do sorne Christmas
shopping in Regent Street and, as a
treat, 1was allowed to go with her.
We took an early train from Taunton
and arrived with all the commuters in
the middle of the morning rush hour.
As we descended from the train at
Paddington, we were immediately
swept into a crowd of businessmen
and office workers hurrying along
the platform in suits, coats and smart
patterned scarves. My grandmother
seemed at home straight away. She
had adopted the same confident pace
and determined expression as the
commuters, as though she did this
every day. 1trotted along next to her,
anxious not to get lost in the sea of
umbrellas, briefcases and rolled up
newspapers. lt was a cold, bright day
in early December and winter sunlight
shone down through the station's
glass roof onto the platform. On the
ground, two pigeons pecked ata
sandwich in a brown paper bag. The
commuters marched past them, taking
no notice, focused only on getting to
their destinations. Their expressions
35
40
45
50
55
60
indicated that they knew exactly where
they were going and what the day
would bring. That morning, as 1began
the biggest adventure of my lite so far,
1couldn't have felt less like they did.
1never dreamed that years later, this
would become my daily route to work
and seem as normal as my lite in rural
Somerset was to me then.
My grandmother and 1followed the
crowd through the ticket barriers,
across the central station hall and
down so me steps to the Underground.
My grandmother took me to one side
and lifted me up to loo k at the brightly
coloured Underground map on the
wall. As llooked at its many colourful
intersecting lines and oddly named
Tube stations, 1realized how enormous
London was. 1experienced the same
feeling that 1get when llook at the
Underground map now, the feeling
that the number of places to explore
was virtually infinite. Having lived
and worked in the city for nearly 20
years, 1have travelled on all of the
Underground's lines countless times.
The names of all of its stations are
familiar to me and 1know the map like
the back of my hand. And yet in spite
of this, there must be over a hundred
When they arrive in London, the boy's grandmother ...
A warns him not to get lost.
B acts as if it is normal for her.
e disappears into the crowd.
D is frightened by the number of people.
2 The narrator mentions the pigeons to suggest that ...
A the commuters aren't looking at their surroundings.
B the station is dirty.
e the platform is outside.
D he feels hungry.
3 Why does the boy feel different from the other passengers?
A He can't walk as fast as them.
B He doesn't work in an office.
1e He can't predict what will happen that day.
D He isn't smartly dressed.
4
65
70
75
80
85
90
stations where 1have never got off the
train and probably never will.
Looking back now, 1realize that my
first trip on the Underground was the
highlight of the day. lt was our visit to
Hamley's that 1had been dreaming
about for weeks. My parents had told
me it was the toy shop of every child's
fantasies and it fully lived up to my
expectations. But it is the Tube that
stands out in my memory, more than
Hamley's, or the extravagant Christmas
lights in Regent's Street or the burger
and milkshake 1had for lunch, thrilling
and magical as these things were. 1
recalllooking into the black tunnel,
waiting for a sound or a flash to indicate
that a train was approaching. 1can still
hear those first faint clattering sounds,
the train still far away in the distance,
which grew gradually louder untillights
appeared in the tunnel and the train
suddenly roared into the station. Most
of all, 1remember that strange mixture
of fear, suspense and excitement,
which 1never again experienced in the
same way but which 1have reflected
on frequently in my 20 years as a Tube
passenger and will forever associate
with London.
'in spite of this' in lines 61-62 refers to the fact that the
narrator ...
A has only been toa few places in London.
B knows the Tube map very well.
e has never been to some areas of London.
D had never seen the Tube map befare.
5 What had the boy looked forward to most befare the
trip?
A Seeing the Christmas lights.
B Having fast food for lunch.
e Going on the Underground.
D Going to a toy shop.
6 What do we learn about the narrator now?
A The Tube has always given him the same feeling.
B He misses living in London.
e He often thinks about his first trip on the Tube.
D He finds London frightening.
Exam Practice 7
Use of English
For questions 1-8, read the text below and write the word which best
fills each gap. Use only one word in each gap. There is an example at the
beginning (O).
Example:
O o+
Sydney, New South Wales
Sydney, the capital city (O) the
Australian state of New South Wales,
may seem (1) a relatively new city, but
it is important to remember that befo re
the Europeans arrived, Aboriginal
people (2) inhabited the region for
many thousands of years.
Europeans first arrived in Sydney in
1788. lt had (3) chosen as a penal
colony for prisoners because (4) was
no room for them in English jails. 20
years later, free settlers arrived to start
a new life in New South Wales. The
region offered the promise of economic
prosperity, as people discovered that its
land was suitable (5) sheep farming.
More recently, Sydney has become
home to people of many different
ethnicities, (6) cultures and cuisines
are reflected in the city's diverse
restaurants. Sydney is now (7) of the
most popular tourist destinations not
(8) in Australia but also in the world.
Visitors cometo see its landmarks
- the opera house and the Sydney
Harbour Bridge - and to enjoy its
famous beach culture.
- -- --
~-
-
-:::~~~-_-_:::_~-~~.:(~~(~~- ~-
Exam Practice 7
Listening
4.)) 3.03 You will hear a man called Julian Godfrey, an expert in time
management, talking about how to stop procrastinating.
For questions 1-10, complete the sentences with a word or short phrase
from the recording.
PROCRASTINATI NG
According to Kelly, it's ( 1) ... that we should start our revision early.
Kelly admits that she often looks at (2) ... when she should be
working on an essay.
Julian says that he procrastinated a lot when he was a (3) ....
Julian knew he wasted time but didn't know how to (4) ....
According to Julian, we can only changa if we understand the
· reasons for (5) ....
Yesterday, instead of writing her essay, Kelly bought (6) ... online.
Julian suggests that by lunchtime., Kelly could hove made a list
of (7) ....
Julian says that perfectionist thoughts are usually (8) ....
Julian's friend encouraged him to join a (9) ....
According to Julian, we become good atthings by (10) ....
Exam Practice 7
Speaking
Personal questions
1
111 Answer the questions.
1 How do you like to spend Saturday afternoons? What do you usually do?
Why?
2 What's your favourite season? Why?
3 Do you enjoy listening to the radio? Why (not)? Why do you think people
stilllisten to the radio?
Photowork
2
111 Compare these photographs. What are the advantages and
disadvantages of owning each type of pet?
o
1
1
Exam Practice 7
Writing
In your English class you have been talking about farming and food
production. Now your English teacher has asked you to write an essay.
Write an essay using all the notes and give reasons for your point of view.
'Should people only buy food that is grown
and produced in their country?'
Notes
Write about:
1 the environment
2 the impact on farmers
3 (your own idea)
Exam Practice 8
Reading
You are going to read a newspaper report about nutritional information
in the UK. For questions 1-10, choose from the paragraphs (A-D). The
paragraphs may be used more than once.
Will calorie information encourage healthier eating?
mlf you knew that the chocolate
cake you were ordering contained
over 600 calories, would you
still want it? Or might you think
twice and choose something
less fattening instead? That's the
question that is currently being
debated by health experts in
the UK. As part of a government
initiative aimed at combating
obesity and improving the nation's
health, several restaurant and café
chains have agreed to print on
their menus the number of calories
in their products.
llJ To help predict whether
the initiative will be effective,
researchers are looking to New
York, where calorie information
has been displayed on restaurant
menus since 2008. Over 15,000
New York residents were surveyed
and 15% reported that they
purchased fewer calories as a
result. The average reduction in
calorie consumption since the
measure was introduced was
estimated at 106. While it appears
to have led some people to
reconsider their food choices, its
effect has been far from universal,
with 85% of the New Yorkers
surveyed claiming that they paid
no attention to calorie information.
However, the scheme may benefit
consumers' health in another
way. lt has been suggested that
obliging restaurants to make
calorie information public might
encourage them to reduce the fat
and sugar content of their food.
With nutritional information out
in the open, restaurants have to
ensure not only that their food
tastes good but also that they do
not alienate health- or weightconscious customers.
11 A similar issue currently under
discussion in the UK is the nutrition
information provided on the front
of packaged foods. So-called
'traffic light' labels are increasingly
appearing on food products sold
by UK retailers, but the scheme
is voluntary and is the labelling
system is currently only used for
around 60% of products. lt uses
colour codes to show whether
foods contain low, medium or high
numbers of calories and levels of
fat, salt and sugar. Green indicates
healthy levels, orange means that
the food should be consumed in
moderation, and red signals that it
should remain an occasional treat.
As with calorie information on
Which paragraph ...
1 says how the initiative might benefit customers' health
indirectly?
2 discusses a similar initiative in another country?
3 explains why calorie information is being printed on
restaurant menus?
4 indicates whether the writer is for or against the
~.measures?
5 explains how nutritional information is communicated
to supermarket shoppers?
restaurant menus, more research
is needed befare it is clear whether
traffic light labelling encourages
consumers to make healthier
choices.
llJ Opponents of initiatives like
calorie information and traffic
light labelling are sceptical that
they will change people's habits.
Some claim that they could even
mislead consumers, with negative
consequences for health. They
point out that it is the overall
balance of a person's diet that
affects their weight and general
health. Furthermore, some
products, such as diet soft drinks,
can be low in calories, fat, salt and
sugar while offering few health
benefits. There are, however,
reasons to be optimistic about the
measures, even if it takes time for
them to have a noticeable effect.
Even if only a minority of people
adopted healthier eating habits,
it would surely still be a positive
development, given that the UK
faces an obesity crisis which is
threatening the nation's wellbeing
and costing taxpayers more every
year.
6 presents reasons why the measures may not improve
health?
7 mentions the financia! consequences of the population
getting fatter?
8 presents the reader with a hypothetical dilemma?
9 suggests that restaurants may have to change their
priorities?
10 acknowledges that low-fat products are not always
good for you?
Exam Practice 8
Use of English
For questions 1-6, complete the second sentence so that it has a similar
meaning to the first sentence. Use two to five words, including the word in
bold. Here is an example (O).
'Stop talking!' ordered the teacher. (us)
The teacher ... talking.
O orJe-re-J us 1-o s+o?
We couldn't see the lions as they were too far away. (close)
2
The lions ... for us to see them.
lt was a mistake not to drink any water befare 1went running. (should)
3
1... water befo re 1went running.
1learnt to play the piano from my father. (me)
4
My father ... play the piano.
'Can 1have another biscuit?' Tom asked his mother. (he)
Tom asked his mother ... have another biscuit.
5
lf 1didn't think it was true, 1wouldn't say it. (unless)
1wouldn't say it ... it was true.
6 We wouldn't play outside very often in the winter. (to)
We ... outside very often in the winter.
Exam Practice 8
Listening
4f>) 3.04
You will hear a man and a woman talking about government
funding for art projects. Match opinions 1-5 to the people who say them
(the woman, the man or both). There is one example (O). You now have 30
seconds to look at the task.
O The new sculpture in the square looks good.
bo·Ht
1 The sculpture complements the surrounding architecture.
2 The money should have been spent on education or healthcare instead.
3 Art helps future generations to understand what a society was like.
4 Not everyone enjoys opera.
5 The government should spend money on certain kinds of arts projects.
Exam Practice 8
Speaking
Collaborative task
1 a . . Imagine that the library in your town is trying to encourage more
people to use it. Here are sorne ideas that they are thinking about and a
question for you to discuss.
Why would these
ideas encourage
more people to use
the library?
Tal k to each other about why these ideas would encourage people to
use the library.
b . . Now you have about a minute to decide which idea would be best.
Discussion
2 . . Answer the questions.
1 Do you think it would be better to be rich, famous or neither? Why?
2 What do you think are the advantages and disadvantages of being famous?
3 Do you think the media should show more respect towards the private lives
of famous people?
4 Why do you think people like reading about celebrities in magazines?
5
6
Do you think it would be a good thing ora bad thing to have a famous
parent?
ls there a famous person that you think is a good role model for younger
people? Why?
Exam Practice 8
Writing
Write an answer to one of questions 1-3 in this part. Write 140-190 words
and use an appropriate style.
1 You see this announcement on an English-language website.
Articles wanted
'Why 1 love the internet'
What would you miss the most if you no longer had
access to the internet?
How does the internet make your life more enjoyable?
How does it make it more convenient?
Write us an article answering these questions.
We will publish the best articles on our website.
Write your article.
2 You have received this email from your English-speaking friend Karen.
Hi,
l've started a film club and next week we want to watch a film
from your country. We'd like to watch a film that's entertaining but
that also teaches us something interesting about the culture of
your country.
Can you recommend a film that you've enjoyed? Can you tell me
why you think it would be a good choice for our film club?
Thanks,
Karen
Write an email replying to Karen.
3 Your local tourist office has asked you to write a report on the best food shops
and markets in your town for English-speaking visitors.
Write your report.
Irregular verbs
was/were
bore
----~,·--~---
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ibi:tT~-
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burnt, burned
----------------
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9
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---~
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!hA!J/
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heard
~~~-
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iíeld
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hurt
kept
~-~-
/h:nt/, /h:nd/
!lent/
lletl/le¡/
!lit/
-
-~--~~
learnt, learned
leti- - lent
-- - -··
-- - - iet lain
lit
!hred/
!h3:cll
!hit/
--~-~--!heid/
-----------~-----~--
neriT-~- ~
~-~------
------==!_i1i:ñf,/gl){¡¡ --~
grown -~----·--
------·~-~--
learnt, learned
left
lent
let
/got/
· F9ivfJ
·--~_lll~<Í/ ~---=~~--=-=had ---~~~-----===-
. !h3:t/
./kept/
f
-----íf:.}'íJ!cillt .
got
/gru:/
fhAJJI -----~~-
hurt
----------------~
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-~-
forbidden
-~~!"'-entl ---:===--=-Ee~!-~~6e
----------~---~~----
~-~-held~~
----------------
1Íei7 /laii
Irregular verbs
-= _
=-
______ _
···-·-tüu-ríér-- --~-----~/rauíldl-
irhl:T -- --
went
__ Jl.f~':"--~--hung
J,
--------~---------0:
•/fed/
/felt/
;/f'J:t/
flew
-~--------
/li:v/
/lend/
-~--~--~---~-;J•E:T:}nT
•fed
i felt
fought
forgave---~- ---/:fu•ge¡v/
------~--~-~~-~·-----~--~
-~!h;Uid!
------~--~---~~
.know
•lead
learn
:leave
:lend
lhia(r)/
/hit/
· /'drJv';Jn/
-~--~----:eaten~---------~------~----'·¡•Ei:llli-~
'/fed/
/felt/
/f:J:t/
· froze ----7fr';Juzl----~
got ---····· -/goír-~--~-~-- /g1vf ······ ···
------gave
---~--lgeiv/
-·¡¡¡;;;¡ . __ -~./gmu/
-----~-~-7hreuí ··
!ha ve
hurt
/dri:mciT _____ dreamt, dréamed ·
-----·!get-1- -
:g_c:>___ ~---~
L~~""'--
/dAn!
-------~~---------- ----------~---------'<----~-----~---------------------------
¡
9
. done
drawn
/drre!Jk/
/dr';Juv/
fed
felt
fought
: tly
/fla¡/
rtorbid . ---------ifa'biCíT---~- :torget- --~--~- /f';J 19etT--~ -for ive- ·· ····---¡{-;•g!v/ --~---~
9
itreeze~---/fri:z/ ········ · ··· -
: han
!k:At/
/~91_ •. · -~-~~-__:_ ___-·a~~--- -~~~-~-=~~-= --!CIA.9! ·
------------~---
drank
drove
-bou9t11_____ caught
chosen
come
cost
cut
/d¡d/
·· ictm!T
-~
¡li_~~--~=~~~~=!f~¡_l1d7 =~·-~=~-- ~-=--!~u-~~~-==--··
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/'brtil/
- ----------~----~-~-----~----------~-----~---------------·------------J __________
/fi:d/
/fi:ll
---------------, /fait/
¡ feel
------:7bet/~------
bled
/bled/
/bl:mn/
blown
-- --------~-- ---- i•bfauknl
broken
· /br:J:t/
brought
/bilt/
built
¡ burnt, burned
-TeiT---------~-,l{éfl~------~-~---~fallen
----
-
-----------~----
--~-----····e·····.
dreamt,dreamed~-~7Ciremt/,
----------~~-----
--
--b·et---~-------
--------------
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--------------~-7difílv/
----
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--
/bilt/
/b3:nt/, /1;>3:nd/
- lb:J:t/ ···· ·- ··· ----- ··
--------------
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-
- - -- -bitteri
~--
/bled/
/blu:/
/br;mk/
-----------------
________ J
~-~---~~----~-be~n-t ---------~----~--~--7beiltl-----~-----~-----~----~----·
··- /b¡ií
---hro-u-ght________
--------~--
--~-~----
; eat
-- íbent/
----~·-¡¡ca;tf¡
/tfu:z/
!Iwnl
/kost/
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/d¡g/
/du:/
/dr:¡:/
-/dri:m/
. /dri!Jkl
------------------ fb¡'kAm/
9
------76ett -
______ -
bit
bied
blew
broke
------------
--
-
--~~nt
!beti
,
i /'bi:t~m/
. beaten
become
ibi'keiml
be9a-ri-~-~------c./b:-¡'grenT~--~~---~ be__u_n_~------7bi'9A:ñr--
~-~--
/bli:d/
/bl;m/
/breikl
--------------------/bn!J/------/bild/
/b3:n/
/baii
------- 7biiti
~-~l:leat·--~~-
: become
·-------···
¡ ~eg~in____
fb¡'gm/
1 bend
· -----·lbéndl _____ _
bite
i bleed
•blow
break
! bring
¡ build
'burn
________ ___ _
buy
catch
------~----
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/h:nt/, /h:nd/
7iefiT· · /Í(mt/
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· · ll:e!rií
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made
meant
/raid/
iriñg~---~---~Tiíl)l~-----~
--·-
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· run------·-·
.frAnr
paid
pu_t_________
put
read
rode
/r-aud/
~9------~~-- iireuT~-----
rose
ran
··---··
said
¡! see
/si:/
... /seÍ/
seil-------~
------
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forHinf
/r-auir·---·--- .... risen-~------~-·--¡•rrznl
/rren/
run
. ------ --~rAnf.
/s-:J:/
JsguldT-
---
said
tSedi --- -
se en
sold
sent
shaken
shone
shot
shown
/si:nl
/s;;~uld/
-----
rspeak: ··--~··
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/spend/
~~~~ -~---------···_--_ ;:~i~-~
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-- ·
¡ spoil
.
~
··-·· -sp-ITt ·
---7sp-:Jii7
t-Stear-----1 stick
7spr!gT ·
...
-~-~
/spent/
-spoiTt,spoileé(
---~------
--Stood ..
/stilc/
stole
stuck
stung
~----
/staul/
·---~--- )SiAk/~
/stATJI
-------
spent
·····-··· ......
11
______ ¡
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·
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:
/spent/
¡
--··--------~-~----------------·----
--~~5-plit~-------~~-
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---·¡;¡¡;:¡(¡¡
speíi::speífe<:l
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-=:~r~-~~-=-----·--=~~=------j:~~t
·
--------- ~ --l
-.
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. spoilt, spoiled
- spreaci---~
/spreClT____
~
···· · sprang
--···· -/sprreíJ/-·---~-
~Tstrend7
---- /Stiill~-- ----~------~----
/8pi1t7
--- ·
--stlut--~-------------
spok:en~~~-
-······--- --~~~~~ ~==------------~-_-·-=~::~~
/splrt/
f5P-read-=-·~==--lspred/--~-------
; spring
i 5!a.r;(f
---- -~-~-----
spent
-lfnil
----~~~---
sung
sunk
sat
slept
smelt. smelled
/smel/
smelt, smelled
/smelt/, /smeld/
--·-/spi:"kT
. -~spok.e. -~-~
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!spell
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